id: 06419737
dt: j
an: 2015c.00598
au: Liu, Ru-De; Ding, Yi; Zong, Min; Zhang, Dake
ti: Concept development of decimals in Chinese elementary students: a
conceptual change approach.
so: Sch. Sci. Math. 114, No. 7, 326-338 (2014).
py: 2014
pu: Wiley (Wiley-Blackwell), Hoboken, NJ; School Science and Mathematics
Association (SSMA), Stillwater, OK
la: EN
cc: F42 F43 D72 D73
ut: conceptual change; decimal numbers; elementary students; discreteness;
density; computation rules; concept formation; misconceptions
ci:
li: doi:10.1111/ssm.12085
ab: Summary: The aim of this study was to examine the concept development of
decimal numbers in 244 Chinese elementary students in grades 4‒6.
Three grades of students differed in their intuitive sense of decimals
and conceptual understanding of decimals, with more strategic
approaches used by older students. Misconceptions regarding the density
nature of decimals indicated the progress in an ascending spiral trend
(i.e., fourth graders performed the worst; fifth graders performed the
best; and sixth graders regressed slightly), not in a linear trend.
Misconceptions regarding decimal computation (i.e., multiplication
makes bigger) generally decreased across grades. However, children’s
misconceptions regarding the density and infinity features of decimals
appeared to be more persistent than misconceptions regarding decimal
computation. Some students in higher grades continued to use the
discreteness feature of whole numbers to explain the distance between
two decimal numbers, indicating an intermediate level of understanding
decimals. The findings revealed the effect of symbolic representation
of interval end points and students’ responses were contingent on the
actual representations of interval end points. Students in all three
grades demonstrated narrowed application of decimal values (e.g.,
merchandise), and their application of decimals was largely limited by
their learning experiences.
rv: