Suggestions are given for activities to use to introduce common and decimal fractions. Models are used initially and symbols are introduced slowly. Decimals are related to common fractions. (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)

Reviews the learning theories of Robert Gagne and David Ausubel, and applies these theories to the three most common approaches to teaching division of fractions: common denominator, complex fraction, and inverse operation methods. Such analysis indicates the inverse approach should be most effective for meaningful teaching, as is verified by…

Grid paper activities are discussed as a way to help students conceptualize fractions. (MP)

This method of teaching the division of fractions emphasizes the use of concrete materials and helps students understand what division of fractions means. (MP)

This discussion of the mathematical potential of classroom events gives many examples of incidents that can be used for learning about topics such as one-to-one correspondence, counting, sets, ordering, time, fractions, money, shape, estimation, measuring, volume, area, number operations, and graphs. (MP)

Several problems are identified: place values, time, even numbers, fractional parts, and temperature. Specific teaching suggestions are discussed. (MP)

The fraction concept was analyzed to yield 16 subconcepts which are hypothesized to be hierarchically ordered. This ordering was tested using subjects in grades 4 through 6, and 18 of 23 dependencies hypothesized were confirmed. (SD)