Investigates why decimal understanding lags behind fractional understanding as demonstrated by students performance on the Third International Mathematics and Science Study (TIMSS). (Author)

This programed mathematics textbook is for student use in vocational education courses. It was developed as part of a programed series covering 21 mathematical competencies which were identified by university researchers through task analysis of several occupational clusters. The development of a sequential content structure was also based on…

Presents an activity on fractions and explains how students obtain different fractions having different patterns when they are represented by their decimal expansions. (ASK)

One possible way of looking at the limit concept, from the learner's point of view, is proposed; it can easily be built up gradually with little risk of conscious or subconscious conflicts of concepts perceived to be closely related. (MN)

Discussed are the difficulties that entering college freshmen seem to have with mathematics, particularly with fractional forms. A success-oriented program is suggested in which all students are successful. To obtain this goal, a number of alternative routes are discussed such as presenting decimals before fractional forms and the use of the…

Finding a fractional number equal to an infinite decimal is solved by two usual methods. Then a third method is discussed that allows students to avoid having to confront the idea of an attained infinity of symbols. (MNS)

Argues that fractions should still be taught, even though they have been replaced by decimals in most real-world applications. (SJL)

The role of common fractions in mathematics education and in applications is discussed in light of the increased importance of calculators and the metric system. (MP)

Teachers in all areas often get ideas that are important and worth testing. Few go so far as to do a research study, but here is one who did--and tells how it turned out. (Editor)