id: 05668647
dt: j
an: 2010c.00299
au: Cramer, Kathleen A.; Monson, Debra S.; Wyberg, Terry; Leavitt, Seth;
Whitney, Stephanie B.
ti: Models for initial decimal ideas.
so: Teach. Child. Math. 16, No. 2, 106-117 (2009).
py: 2009
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: F43 C33 U63
ut: number concepts; decimal numbers; grade 8; arithmetic; grade 6; grade 7;
mathematical concepts; teaching methods; color; models
ci:
li:
ab: Summary: Appropriate concrete and pictorial models allow students to
construct meaning for rational numbers and operations with the numbers.
To develop deep understanding of rational number, sixth through eighth
graders must experience a variety of models (NCTM 2000). Since 1979,
personnel from the Rational Number Project (RNP), a cooperative
research and development project funded by the National Science
Foundation, have been investigating childrenâ€™s learning of fractions,
ratios, decimals, and proportionality. This articles discusses how the
Rational Number Project group put a twist on the familiar 10 x 10 grid
in their latest curriculum development project to build meaning for
decimals and improve studentsâ€™ understanding of addition and
subtraction with decimals. The authors share insights as to which
concrete and pictorial models have been effective in developing initial
decimal ideas, which include understanding what decimals mean in terms
of fractions and place value, constructing order strategies to judge
the relative size of decimals, understanding decimal equivalence, and
developing meaningful strategies for adding and subtracting decimals
(as opposed to rote memorization of a procedure). (Contains 6 figures
and 1 table.) (ERIC)
rv: