Abstract
Mathematical confidence and appreciation cannot be fostered unless each technique of the subject is established in an understandable fashion. It can hardly be claimed that this condition is satisfied in connection with division of fractions, for the rationale of “invert the divisor and multiply” is hardly ever grasped by children or, for that matter, by adults, except as a very loose induction from a few non-typical examples. It is interesting, therefore, to note that a straightforward procedure does, in fact, exist for this operation, adoption of which would serve to make the operation appear much more reasonable than it usually does at present.
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