Getting the right answers in maths is only half the problem. Understanding why what you're doing works is the part that often stumps students and teachers alike. The essential guide for mathematics teachers and those training to teach, "Yes, but Why?" answers all your questions, and sheds light on the hidden connections between…

For students to develop adequate conceptual understanding about fractions, they require experiences that afford them opportunities to think flexibly about multiple interpretations of fractions. This article presents a sequence of lessons designed to offer such experiences for students in Years 3 and Year 4. The lessons adopt a challenging tasks…

Without a doubt, fractions prove to be a stumbling block for many children. Researchers have suggested a variety of explanations for why this is the case. The introduction of symbolization and operations before the development of conceptual understanding of fractions, a lack of understanding of the role of the numerator and denominator, and an…

By the time they reach middle school, all students have been taught to add fractions. However, not all have "learned" to add fractions. The common mistake in adding fractions is to report that a/b + c/d is equal to (a + c)/(b + d). It is certainly necessary to correct this mistake when a student makes it. However, this occasion also…

Many fraction activities rely on the use of area models for developing partitioning skills. These models, however, are limited in their ability to assist students to visualise a fraction of an object when the whole changes. This article describes a fraction modelling activity that requires the transfer of water from one container to another. The…

The approaches taken by two elementary school teachers in using computers as tools to stimulate and guide mathematical thinking are described. One had students design a BASIC program for counting; the other used demonstration programs to develop ideas about fractions and decimals. (MNS)

This book presents teacher-written cases relating stories, insights, and experiences about the teaching of fractions, decimals, ratios, and percents. The cases were written to stimulate colleagues to examine their own practice, to think hard about the mathematics they teach and would like to teach, and to initiate inquiries and discussions that…

Both general and specific effective strategies for teaching decimals, fractions, and percents to students with learning disabilities are presented. Information is provided on the theoretical base that underlies these curricular areas, recent research, and future trends. The need for programs to be structured around individualization and intensity…

This is the teacher's manual to accompany part 1 of the workbook for grade 6 pupils in the Comprehensive Instructional Management System, a teacher-designed unified mathematics curriculum for kindergarten through grade 7. It is composed of a curriculum, a testing component, and a computer-managed reporting system. The curriculum is organized into…

This is the teacher's manual to accompany part 2 of the workbook for grade 6 pupils in the Comprehensive Instructional Management System, a teacher-designed unified mathematics curriculum for kindergarten through grade 7. It is composed of a curriculum, a testing component, and a computer-managed reporting system. The curriculum is organized into…

This guide contains six sections which offer suggested sequential steps for teaching addition, subtraction, multiplication, division, fraction concepts and algorithms, and decimal fractions. Based on the manipulative approach, the guide offers activities and teaching methods which give students many opportunities to work with models. This approach…

Nine activities are presented in which the calculator can be used to create interest in the study of fractions. Estimation skills are emphasized. (MNS)

Activities are given to assist students in seeing a rationale for the difficult algorithms we teach for fractions. Both interpretations of fractions and operations with fractions are discussed. (MNS)

Describes a supplementary method for teaching equivalent fractions through the use of a multiplication matrix, providing a simple visual and concrete activity that aids learners in understanding this difficult concept. (SR)

This book is a teacher development tool presenting information to help facilitate discussions of the cases found in a companion book. The introduction discusses the values of case-based instruction, organizing a case discussion group, introducing participants to case discussions, preparing for a case discussion, discussing a case, anticipating and…