Describes a project that helps children to realize the potential use of fractions and therefore have an incentive to learn them. (RB)

Reviews the learning theories of Robert Gagne and David Ausubel, and applies these theories to the three most common approaches to teaching division of fractions: common denominator, complex fraction, and inverse operation methods. Such analysis indicates the inverse approach should be most effective for meaningful teaching, as is verified by…

Presents three algorithms for changing decimal fractions to basic five (quinary) fractions, or for any base to "b-ary fractions. (RP)

Children trained in the clustering-operations approach showed greater achievement than those trained in a traditional approach. The clustering approach presents all four operations simultaneously. (MP)

An array model is discussed as an alternative approach to reviewing the four basic operations with fractions; it could help motivate students. (MP)

Features activities based on a theme that is usually associated with a particular month. (Author/YDS)

Discusses zeroes at the ends of decimal fractions representing measurements or real-world applications of numbers including precision, variance, and classroom applications. (YDS)

Poses the Fractionberry Pie problem to teach students fractions. (Author/NB)

Presents an activity that involves drawing pictures to collect data, conjecturing a recurrence relation, and solving the relation using geometric series and partial fractions. (MKR)

Presents five math activities designed to help students understand fractions, keep students motivated, and help them maintain their math skills. The activities are "What's in a Name?""Fractured Words,""Egyptian Fractions,""More Fractured Fractions,""Name the Parts," and "Timely Device."…

The common goal of the empirical studies discussed in this analysis was to assist children in developing a meaningful understanding of the rational number construct, founded on durable fraction concepts. Some research has focused on partitioning; some on ratio and proportion. Contains 59 references. (Author/MKR)

Describes a teaching experiment conducted over a period of four consecutive days with 13 fourth grade students who had already completed a unit of fractions to determine whether problematic size was the ordering criteria. Concludes that children can indeed order fractions as they do natural numbers. (Contains 11 references.) (ASK)

Examines strategies used by preschool children to subdivide items and focuses on how counting and sharing relate to one another. Indicates that children exhibited alternative strategies--suggesting use of a recipient as a mental cycle-marker and an adjacent recipient strategy--with pauses between allocations suggesting a re-presentation of lots…

Argues that by celebrating the number pi with special mathematical activities we may be teaching the fundamental concept of the place-value structure of our decimal place system. Includes several examples to illustrate the argument. (MM)

Describes one innovative method that can help middle-grade students become more flexible in their ability to represent fractions, decimals, and percents, and creates a game of concentration using those mathematical subjects. (ASK)