Changes with age in students' conceptions of decimal notation

Mathematics Education Research Journal

Volumn 9, Issue 1, 1997, Pages 25-38

  Moloney, Kevin ^a   Stacey, Kaye ^b  

^a St Columbia's College   (Australia)

^b UNIVERSITY OF MELBOURNE   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0007381118     PISSN: 10332170     EISSN: None     Source Type: Journal    
DOI: 10.1007/BF03217300     Document Type: Article

References (9)

1. Board of Studies (1995). Curriculum and standardsframework (mathematics). Melbourne: Board of Studies (Victoria).
2. Brown, M. (1981). Place value and decimals. In K. Hart (Ed.), Children's understanding of-mathematics, 11-16 (pp. 48-65). London: John Murray.
3. Carpenter, T., Corbitt, M., Kepner, H., Lindquist, M., & Reys, R. (1981). Decimals: Resuits and implications from national assessment. Arithmetic Teacher, April, 34-37.
4. Grossman, A. (1983). Decimal notation: An important research finding. Arithmetic Teacher, May, 32-33.
5. Moloney, K. (1994). The evolution of concepts of decimals in primary and secondary students. Unpublished Master of Education Thesis, University of Melbourne.
6. Moloney, K., & Stacey, K. (1996). Understanding decimals. Australian Mathematics Teacher 52(1), 4-8.
7. Nesher, P., & Peled, I. (1986). Shifts in reasoning. Educational Studies in Mat hematics, 17, 67-79.
8. Resnick, L., Nesher, P., Leonard, F., Magone, M., Omanson, S., & Peled, I. (1989). Conceptual bases of arithmetic errors: The case of decimal fractions. Journal for Research in Mathematics Education, 20(1), 8-27.
9. Sackur-Grisvard, C., & Leonard, F. (1985). Intermediate cognitive organizations in the process of learning a mathematical concept: The order of positive decimal numbers, Cognition and Instruction, 2(2), 157-174.