
06664498
j
2016f.00905
Griffin, Linda B.
Tracking decimal misconceptions: strategic instructional choices.
Teach. Child. Math. 22, No. 8, 488494 (2016).
2016
National Council of Teachers of Mathematics (NCTM), Reston, VA
EN
F40
D70
arithmetic
mathematical concepts
misconceptions
concept formation
decimals
http://www.nctm.org/Publications/TeachingChildrenMathematics/2016/Vol22/Issue8/TrackingDecimalMisconceptions_StrategicInstructionalChoices/
Summary: Understanding the decimal system is challenging, requiring coordination of placevalue concepts with features of wholenumber 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)