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)

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…

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)

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…

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 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…

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…

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)

Designed for the student who has acquired basic computational skills with non-negative rational numbers, this guidebook on minimum course content seeks further development of computational skills with fractions. General goals and performance objectives, a course outline, teaching strategies, sample test items, and a list of six references are…