A straight forward process for working in fractions on any calculator is presented. The method involves converting a decimal back into a fraction in its lowest terms. (MN)

This study of seventh graders investigated the use of the calculator in learning conversion algorithms among fractions, decimals, and percents. The calculator was successful with some topics but not with others. (MP)

Activities are given to assist students in seeing a rationale for the difficult algorithms we teach for fractions. Both interpretations of fractions and operations with fractions are discussed. (MNS)

The relative effectiveness of three methods of teaching fraction computation in the context of the community college was investigated. The use of calculators was a special focus of the study. The three methods were: (1) conventional algorithms with no calculator, (2) conventional algorithms with calculator, and (3) alternative algorithms using…

This booklet was written to provide elementary-school teachers with an overview of some of the research results related to the development of computational skills, together with ideas for classroom activities which have grown out of research projects. The booklet is organized into twelve sections, the first of which is devoted to delineating the…

Algorithms for generating random numbers are discussed along with disadvantages. A program for a programable calculator is given that overcomes those disadvantages. (MP)

A procedure is described that enables students to perform operations on fractions with a calculator, expressing the answer as a fraction. Patterns using paper-and-pencil procedures for each operation with fractions are presented. A microcomputer software program illustrates how the answer can be found using integer values of the numerators and…

The major portion of the article establishes the basis for the stated rule - to divide by a fraction, turn it upside down and multiply. With this background, three justifications for the rule are given. Several possible errors in students' use of the rule are noted. (LS)

One hundred seventy-six seventh grade students underwent a recorded interview where each was given a set of computational exercises and asked to say aloud his thinking as he worked them. The most frequently used strategies in computations with whole numbers and fractions are described in detail, an analysis of the nature of wrong answers is…

The conceptual difference between understanding and algorithmic performance is examined first. Then some dilemmas that flow from these distinctions are discussed. (MNS)

Results of this study indicated calculator algorithms can serve as an effective alternative instructional strategy where computational skill is an instructional goal. (MP)

Describes examples of rational representation as a guide for translating terminology and information encountered in manuals for computers. Discusses four limitations of the representation. (YP)

An algorithm is first defined by an example of making pancakes and then through discussion of how computers operate. The understanding that human beings bring to a task is contrasted with this algorithmic processing. In the second section, the question of understanding is related to learning algorithmic performance, with counting used as the…

A teaching sequence provides a guide to instruction on initial concepts of fractions, equivalent fractions, and addition with fractions. (MN)