TY - JOUR
T1 - Journey to the past
T2 - Verifying and modifying the conceptual sources of decimal fraction knowledge
AU - Peled, Irit
AU - Awawdy-Shahbari, Juhaina
PY - 2009
Y1 - 2009
N2 - The present study follows earlier research on fraction unit conception in learning decimals and shows that children with this difficulty also exhibit a similar problem in fractions. Specifically, the focus on the fraction unit observed in decimals (e.g., evaluating 0.4 as larger than 0.68 because tenths are larger than hundredths) is preceded by a similar deficient coordination between the size of the fraction unit and the number of units in determining fraction value. Approximately three quarters of 59 students in seventh and eighth grades identified as having a fraction unit conception in decimals were also identified as having a similar fraction unit focus in fractions. The impact of fraction knowledge was further demonstrated by showing that “changing the past” through meaningful instruction in fractions affected the “present” and transferred to decimals.
AB - The present study follows earlier research on fraction unit conception in learning decimals and shows that children with this difficulty also exhibit a similar problem in fractions. Specifically, the focus on the fraction unit observed in decimals (e.g., evaluating 0.4 as larger than 0.68 because tenths are larger than hundredths) is preceded by a similar deficient coordination between the size of the fraction unit and the number of units in determining fraction value. Approximately three quarters of 59 students in seventh and eighth grades identified as having a fraction unit conception in decimals were also identified as having a similar fraction unit focus in fractions. The impact of fraction knowledge was further demonstrated by showing that “changing the past” through meaningful instruction in fractions affected the “present” and transferred to decimals.
UR - http://www.scopus.com/inward/record.url?scp=84876126746&partnerID=8YFLogxK
U2 - 10.1080/14926150902908776
DO - 10.1080/14926150902908776
M3 - Article
AN - SCOPUS:84876126746
SN - 1492-6156
VL - 9
SP - 73
EP - 85
JO - Canadian Journal of Science, Mathematics and Technology Education
JF - Canadian Journal of Science, Mathematics and Technology Education
IS - 2
ER -