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Peer reviewedHenry, Boyd – Arithmetic Teacher, 1971
Descriptors: Algorithms, Arithmetic, Decimal Fractions, Elementary School Mathematics
Weinstein, Marian Sue – 1973
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…
Descriptors: Achievement, Algorithms, Decimal Fractions, Doctoral Dissertations
Peer reviewedWillson, William Wynne – Mathematics in School, 1978
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)
Descriptors: Algorithms, Calculators, Computation, Decimal Fractions
Peer reviewedBurris, Charles H.; Hobbs, Billy F. – Arithmetic Teacher, 1978
An algorithm is provided for generating as many desired digits in the decimal representation of a rational number on a calculator. It may be used whenever the number of digits displayed on the calculator exceeds the number of digits in the denominator. (JT)
Descriptors: Algorithms, Calculators, Decimal Fractions, Elementary School Mathematics
Peer reviewedRogers, Joseph W.; Rogers, Margaret Anne – Mathematics Teacher, 1972
Descriptors: Algebra, Algorithms, Fractions, Instruction
Peer reviewedWinzenread, Marvin R. – Arithmetic Teacher, 1973
Descriptors: Algorithms, Decimal Fractions, Elementary School Mathematics, Instruction
Peer reviewedNess, Harald M., Jr. – Arithmetic Teacher, 1973
An outline of the way that fractions might be presented in ninth grade algebra is given, and implications for elementary school instruction are noted. (DT)
Descriptors: Algebra, Algorithms, Elementary School Mathematics, Fractions
Peer reviewedSherzer, Laurence – Arithmetic Teacher, 1973
Descriptors: Addition, Algorithms, Elementary School Mathematics, Fractions
Hector, Judith H. – 1978
The relative effectiveness of three methods of teaching fraction computation in the context of the community college was investigated. The use of calculators was a special focus of the study. The three methods were: (1) conventional algorithms with no calculator, (2) conventional algorithms with calculator, and (3) alternative algorithms using…
Descriptors: Algorithms, Calculators, Community Colleges, Computation
Suydam, Marilyn N.; Dessart, Donald J. – 1976
This booklet was written to provide elementary-school teachers with an overview of some of the research results related to the development of computational skills, together with ideas for classroom activities which have grown out of research projects. The booklet is organized into twelve sections, the first of which is devoted to delineating the…
Descriptors: Algorithms, Arithmetic, Basic Skills, Computation
Peer reviewedCohen, Israel – Mathematics Teacher, 1974
A method for generating Pythagorean triples is presented and demonstrated with several examples. Its relationship to another method is shown and several interesting related facts are proven. (LS)
Descriptors: Algorithms, Fractions, Geometric Concepts, Instruction
Carney, Harold Francis – 1973
The purpose of the study was to compare the results obtained from a group of fourth-grade students taught to add and subtract rational numbers through the use of field postulates and other properties of whole numbers with fourth-grade students taught by a standard method using objects and the number line. Eight classes of 30 students each…
Descriptors: Algorithms, Doctoral Dissertations, Elementary School Mathematics, Fractions
Peer reviewedCole, Blaine L.; Weissenfluh, Henry S. – Arithmetic Teacher, 1974
Descriptors: Algorithms, Elementary School Mathematics, Fractions, Instruction
Peer reviewedGaslin, William L. – Journal for Research in Mathematics Education, 1975
Descriptors: Algorithms, Attitudes, Calculators, Fractions
Peer reviewedHolmes, P. – Mathematics in School, 1974
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)
Descriptors: Algorithms, Computation, Division, Elementary School Mathematics
