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Direct linkFried, Michael N.; Goldberg, Mayer – College Mathematics Journal, 2010
Children often incorrectly reduce fractions by canceling common digits instead of common factors. There are cases, however, in which this incorrect method leads to correct results. Instances, such as 16/64 and 19/95, are well-known. In this paper, we consider such "weird fractions" and show how examples of them can be multiplied "ad infinitum" and…
Descriptors: Educational Technology, Mathematics Education, Learning Strategies, Mathematics
