A fraction table consists of a large number of lines taped to a table. Strips of paper that represent fractions can be manipulated on it to solve problems. Uses of the table for discovering fractions are discussed, considering equivalent fractions and adding, subtracting, multiplying, and dividing fractions. (JN)

Discussed the use of Cuisenaire rods in teaching the multiplication of fractions. Considers whole number times proper fraction, proper fraction multiplied by proper fraction, mixed number times proper fraction, and mixed fraction multiplied by mixed fractions. (JN)

Described are children's strategies in thinking about fraction order and equivalence. The data are based on two teaching experiments with fourth and fifth-grade children. Some sample activities for teaching order and equivalence are included. (RH)

Presents: (1) a computer program which will change a fraction into a decimal; (2) a program in which students supply missing lines to create the output given; and (3) suggestions for adding computer awareness to classrooms, including use of used punch cards and old computer-generated printouts. (JN)

Discusses the generalization of the meaning of multiplication for whole numbers. Presents an example for multiplication of fractions. Provides several diagrams to help improve understanding. (YP)

Discusses the "Every Pupil Response" (EPR) strategy and its use in teaching basic facts, problem-solving, place value, and fractions. Basically, the technique involves children responding simultaneously to a question by holding up a card, using parts of their bodies, or stick figures. Advantages of EPR are noted. (JN)

The way that fractions are taught to fourth-grade pupils at the Village Community School in New York City is detailed. The approach is thought to make the often frightening symbols of fractions into something that even beginning students find meaningful. Meaning rather than computational technique is emphasized. (MP)

Discusses some important components of instruction on fractions in the early childhood years. Argues that fractions should be included in the early childhood curriculum and suggests various activities and materials. (PK)

Describes an activity intended to incorporate investigation into learning of mathematics. The example cited involved having fourth graders study perimeter and area of rectangles using Logo. The author suggests that what began as a simple exercise in investigating geometric concepts became an exciting exploration that touched on many topics. (PK)

Reports an example of one lesson from a sequence of lessons on fractions from a sixth grade class in which the teacher revises her plans after observing students' small-group work and interactions. The lesson illustrated the teacher's knowledge of mathematics, how students think, and how to observe that thinking. (MDH)