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)

The development of fractional and decimal notation is outlined beginning with Egyptian hieroglyphics. (MN)

Describes investigations of quick cancellation problems in two-digital integers. Generalizes the results to n-digital integer problems. (YP)

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)

Work with recurring decimals provides pupils with an opportunity for exploration and examination of a wide variety of mathematical ideas and strategies. Examples of work done by one group of pupils who were presented with an opportunity to explore such decimals is featured. (MP)

This discussion centers around the division process and suggests that the method of recording division might cause confusion. The role of fractional notation is discussed. (MP)

The author suggests that slope be introduced as a topic independent of graphs, and that it be presented in a way that makes some sense of using a fraction to represent it. Many examples are included. (MNS)

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)

The author urges that subtraction be introduced by "taking away" rather than by equal addition; multiplication be first demonstrated in sets; division be understood as sharing; and unit fractions be denoted at first by using the written word for denominator. (MN)

Fifteen mathematical puzzles and problems are presented. Areas investigated include pentominoes, arithmetic, fractions, and dissections (dissecting) a shape into two pieces that can be fitted together to form a square. Answers for each puzzle and problems are included. (JN)

Some methods for teaching fractions are presented. (DT)

Four reasons for teaching fractions to children are discussed. (DT)

Presents two games that provide practice with equivalent fractions, that were produced at three levels of difficulty, Level 1 being the simplest. Also describes another game for practice in solving simple linear equations. Appendices contain examples of materials used in the games. (ASK)