Abstract
There has been a Good Deal of discussion recently in regard to the best method of teaching the division of common fractions. Some teachers believe that the common denominator method is the one that should be taught. Others feel that the inversion method is best if it is preceded or followed by an explanation of why the inversion is mathematically sound. Another group feels that the inversion method should simply be “algorized” with any rationalization being delayed until such time that the pupil is mature enough to understand the complex fraction that is involved in the rationalization. Still another group favors the teaching of all methods with the pupil selecting the one that he particularly favors.
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