One possible way of looking at the limit concept, from the learner's point of view, is proposed; it can easily be built up gradually with little risk of conscious or subconscious conflicts of concepts perceived to be closely related. (MN)

Discussed are the difficulties that entering college freshmen seem to have with mathematics, particularly with fractional forms. A success-oriented program is suggested in which all students are successful. To obtain this goal, a number of alternative routes are discussed such as presenting decimals before fractional forms and the use of the…

Teachers in all areas often get ideas that are important and worth testing. Few go so far as to do a research study, but here is one who did--and tells how it turned out. (Editor)

The purpose of this study was to determine differences in achievement of fifth-grade students in 16 classes taught two of four mathematical algorithms by one of four instructional strategies. Computational skills and ability to extend the algorithm were tested. The instructional strategies were: pattern, algebraic, pattern followed by…

Procedures using calculators are described for determining the recurring sequence of digits in the decimal representation of numbers of the form 1/n. (MN)

Research was conducted in an elementary school to compare the effectiveness of decimal-common fraction sequence versus conventional sequence for the teaching of arithmetic. A pretest and a posttest design was adopted. Analysis of data revealed no significant difference between groups on achievement measures. (PS)

Described is a bingo-like game for classroom drill with fractions and their equivalents. (RS)

Several examples are given to show that the calculator can be a tool to enhance mathematical understanding. Expressing rational numbers (fractions) as decimals provides the content focus. (MNS)

A method of showing the meaning of decimal fraction without using fraction words or notation. One technique described in detail uses large squares, strips, and small squares; using the metric system and decimal coinage is also suggested. (DT)

Questions about teaching rational numbers are discussed, dealing with when to teach the meaning of fractions and of decimals, when and how to teach computation with fractions and with decimals, and other issues. (MNS)

Stimulus control technology was used to instruct seven students in grades five and six who demonstrated difficulty with fraction ratio and decimal relations. Students were trained to match pictorial representations of fractions to printed counterpart fraction ratios and to match printed decimals to pictorial representations of counterpart…

The approaches taken by two elementary school teachers in using computers as tools to stimulate and guide mathematical thinking are described. One had students design a BASIC program for counting; the other used demonstration programs to develop ideas about fractions and decimals. (MNS)

Discussed are the background and implementation of a method of teaching fractions to primary children referred to as "The Visual Concept of Fractions." The advantages and criticisms of the use of this method are stressed. (CW)