Suggestions are given for teaching function notation, fractional calculations on a calculator, division to relucant learners, and a probability problem. (MK)

Examines the effectiveness of Direct Instruction for teaching fraction and decimal skills to four seventh-graders with learning disabilities. Provides results which show the Direct Instruction group outperformed their peers on both standardized and informal assessments. Discusses implications for teachers, administrators, researchers, teacher…

Discusses how the concept of fractions can be taught to elementary school students through the measurements needed in cooking, and through the use of eighth-, quarter-, and half-notes in music. (BB)

Research Ideas for the Classroom is a three-volume series of research interpretations for early childhood, middle grades, and high school mathematics classrooms. Each volume looks at research from the perspective of the learner, the content, and the teacher, and chapters are co-authored by a researcher and a teacher. Chapter titles in the middle…

This teacher's guide and student guide are designed to accompany a general mathematics textbook that contains supplemental readings, activities, and methods adapted for secondary students who have disabilities and other students with diverse learning needs. The materials are designed to help these students succeed in regular education content…

This book is for boys and girls who know the numbers from one to thirty thoroughly, who can count to one thousand, who know something of the multiplication tables of two, three, four, five, six, ten, and twelve, and who understand the simplest facts about fractions. This book is both to be read and to be studied. It calls for oral recitation and…

An approach to the teaching of division of fractions is described. Diagrams illustrating the division process are provided. (SD)

Several problems are identified: place values, time, even numbers, fractional parts, and temperature. Specific teaching suggestions are discussed. (MP)

The representation of equivalent fractions is traditionally illustrated by diagrams showing division of units into parts. A second approach using linear graphs is suggested. (SD)

The mathematics concept of fractions was taught to a group of learning disabled, dyslexic, and multiply handicapped students (15-20 years old) by preparing a fruit salad. Enthusiastic student participation and enhanced knowledge illustrated the effectiveness of employing several sensory modes in learning activities. (CB)

The importance of using concrete materials to teach fractions is emphasized. Suggestions for preparing inexpensive sets of such materials are given, with nine activities for their use. (MNS)