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

Questions about teaching rational numbers are discussed, dealing with when to teach the meaning of fractions and of decimals, when and how to teach computation with fractions and with decimals, and other issues. (MNS)

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)

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)

The idea that studying part-whole number relationships can foster a better understanding of number concepts, addition, subtraction, fractions, decimals, ratios, and percentages depending on the age of the student is discussed. Activities that incorporate number relationships and representations are presented. (KR)

Two difficulties that students have in computing with fractions are idenfitied. Then a procedure is described, stressing the identity element, that resolves these difficulties and increases students' understanding and retention. (MNS)

It is suggested that elementary school students find rational numbers troublesome because some teachers have an inadequate understanding of rational number concepts and poor facility with rational numbers skills. How to help them overcome difficulties, develop concepts, and know what topics to emphasize are discussed. (MNS)