Magic squares are used to generate number games similar to tic-tac-toe. Skills that are reinforced include addition of negative numbers and addition and multiplication of fractions. (MP)

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

Variations on rummy are presented as a means of providing practice for related mathematical concepts at both the pictorial and abstract levels. Rules are outlined and eight examples of card topics are shown. (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)

An algorithm and sequence which utilizes arrays of entities is proposed for explaining the division of two fractions. (MN)

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)

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)

What research says about the learning and teaching of decimal fractions is summarized, with some instructional strategies and activities to improve learning suggested. (MNS)

A model for division of fractions using money as manipulative material is presented. Eight levels are described, ranging from the development of language and concept introduction through types of problems to rule discovery and application. (MNS)

A variety of activities and information about computers and programing are included. (MNS)

Renaming fractions with the dot method is described with illustrations. It can be used to introduce renaming at the manipulative level in a meaningful way prior to moving to a more abstract level where prime factorization will be involved. (MNS)

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)

The development of a quantitative concept of rational numbers was explored in interviews with 16 fourth and fifth graders in two cities. High performers used a flexible and spontaneous application of concepts of rational number order and fraction equivalence, and a reference point, while low achievers tended not to. (MNS)

Describes a process which allows students to explore repeating decimals without being inhibited by the limitations of the calculator display. In addition, the process can take some of the mystery from the decimal forms of rational numbers. (JN)