What Do Error Patterns Tell Us about Hong Kong Chinese and Australian Students' Understanding of Decimal Numbers?

Autor/inn/en	Lai, Mun Yee; Murray, Sara
Titel	What Do Error Patterns Tell Us about Hong Kong Chinese and Australian Students' Understanding of Decimal Numbers?
Quelle	In: International Journal for Mathematics Teaching and Learning, (2014), (32 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1473-0111
Schlagwörter	Foreign Countries; Mathematical Concepts; Numbers; Cultural Differences; Cross Cultural Studies; Computation; Error Patterns; Concept Formation; Arithmetic; Misconceptions; Grade 6; Elementary School Students; Elementary School Mathematics; Mathematics Tests; Australia; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Zahlenraum; Kultureller Unterschied; Cultural comparison; Kulturvergleich; Fehlertyp; Concept learning; Begriffsbildung; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Missverständnis; School year 06; 6. Schuljahr; Schuljahr 06; Elementare Mathematik; Schulmathematik; Australien; Hongkong
Abstract	Mathematics educators have had a long standing interest in students' understanding of decimal numbers. Most studies of students' understanding of decimals have been conducted within Western cultural settings. Similar research in other countries is important for a number of reasons, perhaps most importantly because it can provide insights that may benefit the mathematical learning of all students. The present study sought to gain insight into Chinese Hong Kong students' and regional Australian students' general performance on a variety of decimals tasks. These tasks included: comprehending place value after the decimal point; the proper use of algorithms for computation of decimals; and the application of decimals to "real life" problems. More specifically, it aimed to investigate students' error patterns. The study also aimed to investigate Chinese Hong Kong students' and Australian students' procedural and conceptual understanding of decimals. The results indicated that for many of the questions, Hong Kong and Australian students shared similar misconceptions. For others, Hong Kong students exhibited stronger procedural and conceptual understanding of the task. (As Provided).
Anmerkungen	Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail: feedback@cimt.org.uk; Web site: http://www.cimt.plymouth.ac.uk/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10