The relative effectiveness of three methods of teaching fraction computation in the context of the community college was investigated. The use of calculators was a special focus of the study. The three methods were: (1) conventional algorithms with no calculator, (2) conventional algorithms with calculator, and (3) alternative algorithms using decimal fractions with the calculator. The results indicate that learning calculator-based algorithms produced no differences in computational skill, understanding, attitudes, nor length of time to learn when compared with learning conventional algorithms. (MP)