A sequence of seven activities in which metersticks and string are used to measure objects is described. Using this graded series of exercises, decimals less than one can be introduced in a natural way. (SD)

Compared the computational performance of two groups of arithmetic teachers: one group tested in 1930 and the other in 1973. Results indicated that the 1973 teachers performed significantly better than the 1930 teachers. (JMB)

An approach to the teaching of division of fractions is described. Diagrams illustrating the division process are provided. (SD)

Magic squares are used to generate number games similar to tic-tac-toe. Skills that are reinforced include addition of negative numbers and addition and multiplication of fractions. (MP)

Several problems are identified: place values, time, even numbers, fractional parts, and temperature. Specific teaching suggestions are discussed. (MP)

Variations on rummy are presented as a means of providing practice for related mathematical concepts at both the pictorial and abstract levels. Rules are outlined and eight examples of card topics are shown. (MP)

The representation of equivalent fractions is traditionally illustrated by diagrams showing division of units into parts. A second approach using linear graphs is suggested. (SD)

An algorithm and sequence which utilizes arrays of entities is proposed for explaining the division of two fractions. (MN)

Described are children's strategies in thinking about fraction order and equivalence. The data are based on two teaching experiments with fourth and fifth-grade children. Some sample activities for teaching order and equivalence are included. (RH)

The mathematics concept of fractions was taught to a group of learning disabled, dyslexic, and multiply handicapped students (15-20 years old) by preparing a fruit salad. Enthusiastic student participation and enhanced knowledge illustrated the effectiveness of employing several sensory modes in learning activities. (CB)

The importance of using concrete materials to teach fractions is emphasized. Suggestions for preparing inexpensive sets of such materials are given, with nine activities for their use. (MNS)

What research says about the learning and teaching of decimal fractions is summarized, with some instructional strategies and activities to improve learning suggested. (MNS)

A model for division of fractions using money as manipulative material is presented. Eight levels are described, ranging from the development of language and concept introduction through types of problems to rule discovery and application. (MNS)

A variety of activities and information about computers and programing are included. (MNS)

Renaming fractions with the dot method is described with illustrations. It can be used to introduce renaming at the manipulative level in a meaningful way prior to moving to a more abstract level where prime factorization will be involved. (MNS)