Common mistakes pupils make when adding fractions are categorized and analyzed. (MP)

Arguments given against switching to the metric system include: the metric system is foreign; only scientists need the metric system; and who needs systems of measurement, anyway? (MP)

Four activities concerning addition and subtraction are described. They range in appropriate grade level from K-2 (crossing out objects) to 6-8 (solving decimal inequalities). Masters for worksheets are provided. (SD)

Twenty-four children in kindergarten through fourth grade were interviewed and asked to share a pancake fairly among three dolls. The context was chosen to allow children to use out-of-school intuition and understanding if preferred. Four levels of development were identified leading to the understanding of fair fractions as those where each part…

Discusses the language used in mathematics classrooms and states that appropriate language is based not only on the words we say but also on how those words are being perceived. Indicates that teachers should give students time to develop the meaning of numbers, operations, or problems. (ASK)

Reports research designed to explore the possibility that conceptually different forms of common-fraction understanding can be identified. Such forms may be associated with differences in fraction problem solving-performance. Contains 50 references. (DDR)

Discusses a meaningful experience, conceptually, of multiplication of fractions. (Author/YDS)

Demonstrates how an investigation of measurement and representative numbers can engage all levels of student ability. Asks students to learn about representative numbers in order to answer a question they find intriguing. (YDS)

Uses pattern blocks to model basic parts-of-a-whole fraction concepts. Suggests that students reflect these models in oral, written, pictorial, and symbolic representations. (MKR)

Provides measurement, estimation, and data analysis activities for grades three to four and five to six using boxes of cereal and containers of frozen yogurt. (MKR)

Interviews of fifth and sixth graders (n=120) found that they approached a task perceptually instead of reasoning with equivalent fractions, which they had studied in school. (Author/MKR)