The objective of this study was to determine ways of attaining a working competence in the arithmetic of the full real number system, and to explore means of removing some ineffective practice employed in instruction. A secondary objective was to determine the feasibility of developing infinite decimal arithmetic directly, without building on the…

Reported are suggestions indicated by research studies to eight questions concerning the teaching of rational numbers. (1) Can young children learn fractional concepts? Answer: Manipulative materials are of value to learning in the primary grades. (2) How should the common denominator be determined? Answer: Both factoring and equivalent fractions…

Included are two curriculum guides, Section D and Section E, which continue instruction of the three guides in SE 012 723. Counting (by ones, by twos, by threes, ..., by twelves) is extended to 144 in Section D and to 1000 in Section E. The creation and manipulation of more complex equations are taught, including the notion of substitution. The…

Students use a spinner device to generate numbers, which they then insert into given open sentences and search for true statements. (MM)

This guide continues instruction of the three guides in SE 012 723 and of the two guides included in SE 012 724. Counting skills, appreciation of pattern and order, and understanding of place value are extended to numbers up to one million, and the associative, commutative and distributive laws are made explicit. Manipulation of equations is…