Editorial comment: As we read
To many, child and teacher alike, rational numbers are not very rational. They resist our intuitive powers. Computation with these mystic numbers borders on the occult. Too often the computational skills needed are developed with an intricate system of memory and tidy little tricks. Il is not difficult to understand why fractional notation is of relatively recent vintage. Applications of the rational numbers are equally mystifying and constitute a formidable problem for teachers at all grade levels. Not infreq uently students remember with distaste their introduction to the applications of these numbers. Even teachers shy away from the subject. Do you have difficulty teaching common fractions, percentage, ratio, and the other assorted topics associated with the rational-number system? This issue of The Arithmetic Teacher will be of particu lar value to you.