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)

Algorithms for generating random numbers are discussed along with disadvantages. A program for a programable calculator is given that overcomes those disadvantages. (MP)

Common mistakes pupils make when adding fractions are categorized and analyzed. (MP)

One hundred seventy-six seventh grade students underwent a recorded interview where each was given a set of computational exercises and asked to say aloud his thinking as he worked them. The most frequently used strategies in computations with whole numbers and fractions are described in detail, an analysis of the nature of wrong answers is…

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…

A program in BASIC which decomposes fractions is provided. Activities related to student use of the program are listed. (SD)

This study of seventh graders investigated the use of the calculator in learning conversion algorithms among fractions, decimals, and percents. The calculator was successful with some topics but not with others. (MP)

The author mentions several broad types of student elementary algebra errors, including incorrect cancellation and cross-multiplication, notes confusing terms and factors, and gives several suggestions to help students avoid these. (MN)

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)

Students recognized as less successful individuals in mathematics are tested for their understanding of fractions. The data reveals that most were only able to apply remembered rules to problems without actually knowing if the rule worked for the given situation. (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)

How graph paper has been used to illustrate the algorithm for division of fractions is presented. The combined use of graph paper and an overhead projector can make the presentation even more convincing. A review of whole number division is recommended prior to the lesson. (MP)