Changes with age in students' conceptions of decimal notation

Abstract

This study examines Australian students' conceptions about ordering decimals. It builds upon previous work which established three common misconceptions. A longitudinal study of 50 secondary students over twelve months showed littie change in their misconceptions. A second study traced the incidente of each misconception from Years 4 to 10 in a sample of 379 students. It was found that the whole number misconception was important in earlier years but disappeared with time. The fraction misconception persisted, being displayed by approximately twenty per cent of Year 10 students. The zero-rule misconception was uncommon. The diagnostic test, which substantially improved on one used in previou..