Abstract
This study investigated 3 strategies for performing operations on rational numbers in ninth-grade general mathematics. Performed at 2 Minneapolis area schools using samples of 48 and 53 students, operations on rational numbers were taught by (a) the conventional algorithmic approach, (b) the conventional algorithmic approach with calculators, and (c) an alternative algorithm approach through which students changed each fractional operand to a decimal on the calculator. The major variable examined was achievement (transfer of skill to seminovel situations and retention), and another variable considered was attitude. The results showed that the third treatment group performed significantly better (p <.01p<.01) than the other 2 treatment groups and retained that skill to a significantly greater extent (p<.01p<.01) after 2 weeks studying neutral material. The third treatment group also performed better on ordering rational numbers, estimating fractional values, and working with rational numbers involving more than 1 operand or more than 2 operations than the other 2 groups. No differences in attitude were found.
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