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ERIC Number: EJ1096143
Record Type: Journal
Publication Date: 2016-Apr
Pages: 7
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-1073-5836
EISSN: N/A
Tracking Decimal Misconceptions: Strategic Instructional Choices
Griffin, Linda B.
Teaching Children Mathematics, v22 n8 p488-494 Apr 2016
Understanding the decimal system is challenging, requiring coordination of place-value concepts with features of whole-number and fraction knowledge (Moloney and Stacey 1997). 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 (Bamberger, Oberdorf, and Schultz-Ferrell 2010). However, when ignored or inadvertently reinforced, misconceptions can impede future learning (Moloney and Stacey 1997). Strategic instructional choices help students develop understanding and address potential misconceptions. Understanding decimal notation and making decimal comparisons are central concepts in fourth grade (CCSSI 2010). This article describes how one teacher helps her students achieve these goals by making several key decisions in the lesson sequence presented herein.
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/teaching-children-mathematics/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A