PS-I learning approaches with an initial problem-solving phase (PS) followed by an instruction phase (I) can be optimised by providing adaptive (individualised) instruction that builds on students' problem-solving products. A computer-based implementation of both phases offers the possibility of adaptivity at the transition from the…

One possible way of looking at the limit concept, from the learner's point of view, is proposed; it can easily be built up gradually with little risk of conscious or subconscious conflicts of concepts perceived to be closely related. (MN)

Discussed are the difficulties that entering college freshmen seem to have with mathematics, particularly with fractional forms. A success-oriented program is suggested in which all students are successful. To obtain this goal, a number of alternative routes are discussed such as presenting decimals before fractional forms and the use of the…

The role of common fractions in mathematics education and in applications is discussed in light of the increased importance of calculators and the metric system. (MP)

Mathematical concepts can be learned from games played with a standard deck of cards. New decks based on equivalent suits of fractions or decimals can also be created and adapted to any card games the students may wish to play. A deci-deck is an example. (Author/KM)

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…

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)

Procedures using calculators are described for determining the recurring sequence of digits in the decimal representation of numbers of the form 1/n. (MN)

Described is a bingo-like game for classroom drill with fractions and their equivalents. (RS)

Rules for determining the number of initial zeros and the period of a repeating decimal are stated and proved. (SD)