Whether hierarchical ordering among fraction identification problems reflects the replacement of simple rules by complex rules was investigated. Latent class techniques revealed that children applied rules that were adequate for simple problems but had to be replaced to solve more complex problems. (Author/GK)

Results of this study indicated calculator algorithms can serve as an effective alternative instructional strategy where computational skill is an instructional goal. (MP)

Ways to use popsicle sticks as concrete models of multiplication and division of fractions are given. (MK)

A geometric model used to teach properties of rational numbers to college students is described. (MK)

The author feels teaching division of fractions is worthwhile because it will help students understand other algorithms. (MK)

A proof is given of the irrationality of the square root of 2 which depends on notions of terminating and repeating decimals. (MP)

An account is given of the use of the calculator and Cuisenaire rods in examining decimals that result from the division of whole numbers. (MP)

Describes common misconceptions with decimals and suggests activities that can strengthen connections between decimal concepts and fractions, place value, and physical models, such as the number line. Encourages reasoning, communicating, and problem solving. (TO)

Examines a root-approximation method using fixed points as a pedagogical tool for reinforcing and expanding students' conception of functions. (KHR)

Presents activities that can be helpful in establishing a conceptual basis for dividing rational numbers. Some activities involve metric units while others are appropriate for small-group work with calculators. (AIM)

Presents a problem involving fractions for discussing and sharing of student responses to the problem at a later date. (KHR)

Describes an activity in which children are given a visual indicator of a fraction with oil-and-water. (Author)