Decimal Fractions: An Important Point

Autor/in	Martinie, Sherri L.
Titel	Decimal Fractions: An Important Point
Quelle	In: Mathematics Teaching in the Middle School, 19 (2014) 7, S.420-429 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0839
Schlagwörter	Leitfaden; Unterricht; Lehrer; Mathematics Instruction; Secondary School Mathematics; Middle School Students; Mathematical Concepts; Misconceptions; Concept Formation; Teaching Methods; Cognitive Processes; Arithmetic + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Missverständnis; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Cognitive process; Kognitiver Prozess; Addition; Arithmetik; Arithmetikunterricht; Rechnen
Abstract	How can a simple dot--the decimal point--be the source of such frustration for students and teachers? As the author worked through her own frustrations, she found that her students seemed to fall into groups in terms of misconceptions that they revealed when talking about and working with decimals. When asking students to illustrate their thinking and explain their ideas using various models, it became apparent that they lacked an understanding of place value in the base-ten number system. Furthermore, they did not recognize that decimal fractions were a special class of fractions with base-ten denominators. Teachers who are skilled at recognizing students' misconceptions about decimals are better equipped to make instructional decisions that build on these ideas. This article will focus on research on decimal comparison strategies, the behavior teachers see from students, and what it reveals about the thinking patterns and misconceptions that students possess as their knowledge develops over time. [A Bibliography is included.] (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10