These materials are designed to be used as a tool to in-service school personnel who may wish to improve achievement levels on the mathematics objectives as measured by the Michigan Education Assessment Program (MEAP). Four areas of mathematics instruction (fractions, decimals, ratio and proportion, and percent) have been addressed in these…

This presentation advocates furthering the meaningful educational use of the metric system. Included is the suggestion that a combination of metric use with exponents could replace much more cumbersome calculations with fractions in the English System. Comments from articles on fractions are included to support the point that children have…

The mechanisms, images, and language needed for the development of rational-number ideas are briefly discussed. Such ideas are sophisticated and different from natural-numbers ideas. (MNS)

A method of showing the meaning of decimal fraction without using fraction words or notation. One technique described in detail uses large squares, strips, and small squares; using the metric system and decimal coinage is also suggested. (DT)

Work with recurring decimals provides pupils with an opportunity for exploration and examination of a wide variety of mathematical ideas and strategies. Examples of work done by one group of pupils who were presented with an opportunity to explore such decimals is featured. (MP)

The use of money to teach mathematical topics such as fractions, percents, decimals, and nondecimal numeration is encouraged. (MP)

Interesting mathematical questions that require computations involving fractions, percentages, and decimals are presented. The material is designed for students in the middle school grades, but many of the ideas could be used with higher or lower level pupils. (MP)

Argues the importance of teaching fractions and discusses examples of fundamental problems in students' conceptualization of common fractions and decimal fractions. (SS)

Discussed are students' understandings of the relationship between fraction and decimal interpretations of rational numbers, where both interpretations are represented symbolically. The methodology employed in this study, interviews, results, and a discussion of the implications of the results are presented. (CW)

Discusses the characteristics of repeating decimals to facilitate the translation of repeating decimals to fractions. Describes the algebraic and arithmetic methods for converting the repeating decimal. Illustrates arithmetic operations for n-digit integer. Eight references are listed. (YP)

One in a series of core instructional materials for apprentices to use during the first or second years of apprenticeship-related subjects training, this booklet deals with basic mathematics. The first section consists of an outline of the content and scope of the core materials as well as a self-assessment pretest. Covered in the three…

This teacher guide is part of the materials prepared for an individualized program for ninth-grade algebra and basic mathematics students. Materials written for the program are to be used with audiovisual lessons recorded on tape cassettes. For an evaluation of the program, see ED 086 545. In this guide, the teacher is provided with objectives for…

The authors present a teaching module designed to allow students to convert fractions to decimals using any four function calculator, do the prime factorization of the denominator with the calculator, and find patterns formed by the denominators of the fractions that are terminating decimals. (MN)

An algorithm is provided for generating as many desired digits in the decimal representation of a rational number on a calculator. It may be used whenever the number of digits displayed on the calculator exceeds the number of digits in the denominator. (JT)