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ERIC Number: ED496817
Record Type: Non-Journal
Publication Date: 2005-Jul
Pages: 18
Abstractor: Author
Travelling the Road to Expertise: A Longitudinal Study of Learning
Stacey, Kaye
International Group for the Psychology of Mathematics Education, Paper presented at the 29th Conference of the International Group for the Psychology of Mathematics Education (Melbourne, Australia, Jul 10-15, 2005), v1 p19-36
A longitudinal study of students' developing understanding of decimal notation has been conducted by testing over 3000 students in Grades 4 to 10 up to 7 times. A pencil-and-paper test based on a carefully designed set of decimal comparison items enabled students' responses to be classified into 11 codes and tracked over time. The paper reports on how students' ideas changed across the grades, which ways of thinking were most prevalent, the most persistent and which were most likely to lead to expertise. Interestingly the answers were different for primary and secondary students. Estimates are also given of the proportion of students affected by particular ways of thinking during schooling. The conclusion shows how a careful mapping can be useful and draws out features of the learning environment that affect learning. (Contains 7 figures and 3 tables.) [For complete proceedings, see ED496845.]
International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail:; Web site:
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A