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ERIC Number: ED500923
Record Type: Non-Journal
Publication Date: 2003-Jul
Pages: 8
Abstractor: Author
Reference Count: 17
ISBN: N/A
ISSN: N/A
Sensing: Supporting Student Understanding of Decimal Knowledge
Hunter, Roberta; Anthony, Glenda
International Group for the Psychology of Mathematics Education, Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v2 p41-48
Informed by theory and research in inquiry-based classrooms, this paper examines how classroom practices support students' understanding of decimals. Data from a six-month teaching experiment, based on the work of Moss and Case's (1999) use of percentages and metric measure as visible representations for students' emerging understanding of decimals, indicated that understanding was significantly influenced by a classroom climate that supported sense making. Sensing, established by a shared expectation, was used and extended in the form of sociomathematical norms associated with mathematical argument and authority. [For complete proceedings, see ED500859.]
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: info@igpme.org; Web site: http://igpme.org
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A