Methods are suggested for using equivalent fractions in the introductory stages of teaching fractions. (MK)

This study investigated differences in performance when sixth graders were presented with fractions in three contexts (understanding the meaning of fractions, computation with fractions, and solving word problems with fractions). Student performance varied significantly in different contexts, with the lowest performance observed on the…

Presents an activity for students to investigate equal parts and area and the connection between area and fractions. Highlights the importance of such a lesson in which children explore rich mathematical ideas, share their thinking and their work with one another, and make connections to other mathematical ideas. (ASK)

Explores the interaction of gender, sex-typed toys, and the construction of the mathematical topic of fractions as it is taught in schools. (MKR)

Investigated relationships between children's fraction concepts and whole number concepts. Four second graders were interviewed four times each over a seven-week period. Findings suggested that the schemes to coordinate units were closely related to how the children understood fractions. (Author/CMS)

Discusses examples of children's invented equal-sharing strategies that lay a foundation for reasoning about equivalence by connecting ideas from multiplication, division, and fractions. (KHR)

Describes a very successful attempt to teach fractions to year 5 pupils based on pupils making their own fraction pack. Children decided for themselves how to make the fractional slices used in the activity using colored cardboard sheets and templates of a paper circle consisting of 24 equal slices. (Author/NB)

Uses spatial visualization to make connections among Zeno's paradox, geometry, fractions, infinite series, and limits. (YDS)

Uses advertisements to develop an understanding of very small numbers. (YDS)

Describes examples of rational representation as a guide for translating terminology and information encountered in manuals for computers. Discusses four limitations of the representation. (YP)

Discusses arithmetic during long-multiplications and long-division. Provides examples in decimal reciprocals for the numbers 1 through 20; connection with divisibility tests; repeating patterns; and a common fallacy on repeating decimals. (YP)

Developing numerical relationships with calculators is emphasized. Calculators furnish some needed support for students as they investigate the value of fractions as the numerators or denominators change. An example with Logo programing for computers is also included. (MNS)

Presents frequently occurring patterns of repeating decimals. Provides a method for completing a repeating decimal with a long period from only a portion of the string. Gives several theorems with proofs. (MVL)

Low ability sixth graders (n=19) participated in a teaching experiment involving fraction concepts. Results showed students were able to acquire and use semantic processes and transfer these processes to novel tasks. Semantic processing was positively associated with performance. (MKR)

Activities designed to acquaint students with the library media center are listed: find examples of fractions; estimate the total number of books; find information on a topic; pick favorite leads; locate the most and least popular books; find animal heroes; discover answers to questions; redesign the library; select a book for a secret partner;…