The purpose of this study was to assess the ability of students in grades 6 and 7 to order rational numbers in both decimal and fraction form, including the identification of their thinking strategies. Implications for instruction are included. (MNS)

Interview and questionnaire responses of students in grades K-10 completing common and decimal fraction tasks suggested the existence of 2 sequential unistructural-multistructural-relational learning cycles within the concrete symbolic mode. (46 references) (MKR)

Elementary and middle school education majors in Australia (n=326) and the United States (n=378) were asked to arrange a list of decimals in order from smallest to largest. Only about half of these preservice teachers in each country were able to complete the task correctly. (MKR)

Explores the interaction of gender, sex-typed toys, and the construction of the mathematical topic of fractions as it is taught in schools. (MKR)

Four different conceptions of error-making from a pedagogical perspective are developed. Using errors as springboards for learning is advocated, so that better understanding of content and of the nature of mathematics results. (MNS)