Prospective Teachers' Understanding of Decimals with Single Repeating Digits

Autor/inn/en	Burroughs, Elizabeth A.; Yopp, David
Titel	Prospective Teachers' Understanding of Decimals with Single Repeating Digits
Quelle	In: Investigations in Mathematics Learning, 3 (2010) 1, S.23-42 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-7503
Schlagwörter	Mathematics Education; Elementary School Teachers; Misconceptions; Preservice Teacher Education; Undergraduate Students; Interviews; Mathematics Instruction; Education Courses; Arithmetic; Mathematical Concepts + Suchen Sie Ihr Suchwort? Mathematische Bildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Missverständnis; Lehramtsstudiengang; Lehrerausbildung; Interviewing; Interviewtechnik; Mathematics lessons; Mathematikunterricht; Fortbildungskurs; Addition; Arithmetik; Arithmetikunterricht; Rechnen
Abstract	This article investigates prospective elementary teachers' conceptions of the repeating decimal 0.999... Five students from a first-semester undergraduate course "Mathematics for Elementary School Teachers" were interviewed to ascertain their conceptions about the mathematical statement 0.999... = 1. All of the students indicated they do not believe .999... and 1 are equivalent. When faced with a proof that demonstrates the equivalence, several responded by rejecting some aspect of prior-held knowledge about mathematics. This article presents evidence that these students formed their misconceptions about repeating decimals in early grades rather than in higher-level courses that cover limit notions and that higher-level courses can lead students to reason incorrectly about infinitely repeating decimals. (As Provided).
Anmerkungen	Research Council on Mathematics Learning. Web site: http://www.unlv.edu/RCML
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10