id: 06664498
dt: j
an: 2016f.00905
au: Griffin, Linda B.
ti: Tracking decimal misconceptions: strategic instructional choices.
so: Teach. Child. Math. 22, No. 8, 488-494 (2016).
py: 2016
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: F40 D70
ut: arithmetic; mathematical concepts; misconceptions; concept formation;
decimals
ci:
li: http://www.nctm.org/Publications/Teaching-Children-Mathematics/2016/Vol22/Issue8/Tracking-Decimal-Misconceptions_-Strategic-Instructional-Choices/
ab: Summary: Understanding the decimal system is challenging, requiring
coordination of place-value concepts with features of whole-number and
fraction knowledge. Moreover, the learner must discern if and how
previously learned concepts and procedures apply. The process is
complex, and misconceptions will naturally arise. In a constructivist
learning environment, teachers encourage student conjectures because
errors and incomplete understandings often present powerful learning
opportunities. However, when ignored or inadvertently reinforced,
misconceptions can impede future learning. Strategic instructional
choices help students develop understanding and address potential
misconceptions. Understanding decimal notation and making decimal
comparisons are central concepts in fourth grade. This article
describes how one teacher helps her students achieve these goals by
making several key decisions in the lesson sequence presented herein.
(ERIC)
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