A case is given against teaching division of fractional numbers. Types of problems usually solved by division are solved by methods involving only multiplication. (JP)

Examples of student-developed methods for dividing fractions and dividing and multiplying whole numbers are presented. Both are selected to show mathematical creativity in general mathematics students which would often be overlooked. (MP)

Interesting mathematical questions that require computations involving fractions, percentages, and decimals are presented. The material is designed for students in the middle school grades, but many of the ideas could be used with higher or lower level pupils. (MP)

Children's difficulties remembering correct algorithms for operations with fractions are traced to difficulties in the instructional sequence. Many teachers "teach mistakes" by failing to provide sufficient referents for their pupils. (MP)

Provides a short list of integral triples for the design of problems employing unit fractions (so solutions will be positive integers). Also presents an algorithm whereby both primary and imprimitive sets of triples can be easily obtained and shows how to extend the algorithm to solve three-variate unit fraction equations. (JN)

This paper describes how a target group of seven students in a combined fourth and fifth grade mathematics class used structured representations to solve fraction problems situated within various realistic contexts. Emphasis is given to the ways in which students' thinking about rational number concepts influences and is influenced by the…

This document analyzes one chapter of a textbook for college remedial mathematics. This analysis is done by one of the textbook authors. The chapter under discussion deals with fractions. The text authors, writing from a constructivist perspective, attempted to write problems which not only developed specific conceptual and heuristic objectives…