Curricular placement of and emphasis on common and decimal fractions are discussed. Suggestions include: retaining common fractions in the curriculum, teaching decimal concepts and notation earlier, reducing fraction computation complexity, and moving fraction computation upward in the curriculum. (MK)

Discusses a strategy for clarifying students' understanding of decimals, improving their ability to read decimals, and increasing retention of decimal skills. (YP)

Presents three games using calculators, specifically Texas Instruments' Math Explorer, as an aid to teaching fractions and decimals. Briefly discusses the development by the Texas Education Agency of staff development modules for teachers to learn about calculators, mathematics, and the incorporation of calculators into the teaching of…

Rules for determining the number of initial zeros and the period of a repeating decimal are stated and proved. (SD)

Suggestions are given for activities to use to introduce common and decimal fractions. Models are used initially and symbols are introduced slowly. Decimals are related to common fractions. (MP)

This paper is a translation of a report on two Swedish investigations concerning children's lack of understanding of the quantitative value of numbers (specifically, decimals and fractions). (MN)

Patterns that appear in the repeating digits of a decimal are used to help convince students that any infinite repeating decimal can be written in the form of a rational number. (JT)

Several examples are given to show that the calculator can be a tool to enhance mathematical understanding. Expressing rational numbers (fractions) as decimals provides the content focus. (MNS)

The application of the Hamilton method for apportioning seats in the United States House of Representatives is presented based on the 1980 census. It is felt that this method is preferable to the equal proportion method currently used if for no other reason than the greater appearance of fairness. (MP)

This study of seventh graders investigated the use of the calculator in learning conversion algorithms among fractions, decimals, and percents. The calculator was successful with some topics but not with others. (MP)

Describes investigations of quick cancellation problems in two-digital integers. Generalizes the results to n-digital integer problems. (YP)

Discusses problems related to teaching decimals and fractions and converting between these two representations. Provides problems and activities that teachers can use in their classrooms to overcome student difficulties related to these subjects. (ASK)

Discusses overall mental computation achievement and limits discussion to strategies middle school students used when computing with whole numbers, decimals, and fractions. Suggests that the development of conceptual knowledge of numbers is an important prerequisite for the understanding of mental computation procedures. (Contains 31 references.)…