An algebra in which the basic operations correspond to lowest common multiple and greatest common factor is developed through questions which can be explored by the able high school mathematics student. (FL)

A nine-year-old's conception of fractions was compared with his knowledge of units. He had effective schemes for solving some partition problems but did not consistently use units of different sizes in interpreting fractions. His solutions to equivalence problems showed no coherent method of verification. (MNS)

Continued fractions and associated sequences are viewed to constitute a rich area of study for mathematics students, by supporting instruction on algebraic and computational skills, mathematical induction, convergence of sequences, and interpretation of function graphs. An iterative method of approximating square roots opens suggestions for…

Suggestions are given for teaching function notation, fractional calculations on a calculator, division to relucant learners, and a probability problem. (MK)

Longitudinal teaching experiment engaged students in activities to produce fraction problems using specific terminology and satisfying certain criteria. Classroom interactions developed a common system of meanings and required negotiation of new social norms, leading to a new didactic contract. (SW)

Presents an activity investigating what happens when a decimal point is in the wrong position or used at all. (YDS)

Presents an activity that focuses on fractions. Students engage in number sense and operations, logical reasoning, writing, and real-world applications of fraction concepts. (Author/NB)

Examines the effectiveness of Direct Instruction for teaching fraction and decimal skills to four seventh-graders with learning disabilities. Provides results which show the Direct Instruction group outperformed their peers on both standardized and informal assessments. Discusses implications for teachers, administrators, researchers, teacher…

Investigates children's cognitive structures with respect to concepts one-half, one-quarter, and one-third as these apply to continuous circular and triangular regions. Examines the effect of an intervention program with 21 children in grades three through six. (YP)

Why a computer error occurred is considered by analyzing the binary system and decimal fractions. How the computer stores numbers is then described. Knowledge of the mathematics behind computer operation is important if one wishes to understand and have confidence in the results of computer calculations. (MNS)

Analyzes three textbook series to find what meaningful learning experiences with fractions the books offer relative to modes of representation, pictorial models, qualitative reasoning, and students' informal knowledge of partitioning. Discusses implications for teacher use, including supplementation, teacher-support materials, alternative…

Explores the number problem of writing an expression for each of the unit fractions using any digit exactly four times. Includes tables of expressions for unit fractions. (MKR)