Preservice Teachers’ Understanding of the Relation Between a Fraction or Integer and its Decimal Expansion: The Case of 0.9̄ and ... View Full Text


Ontology type: schema:ScholarlyArticle     


Article Info

DATE

2013-07

AUTHORS

Ed Dubinsky, Ilana Arnon, Kirk Weller

ABSTRACT

In this article, we obtain a genetic decomposition of students’ progress in developing an understanding of the decimal 0.9̄ and its relation to 1. The genetic decomposition appears to be valid for a high percentage of the study participants and suggests the possibility of a new stage in APOS Theory that would be the first substantial change in the theory since its inception (Dubinsky & Lewin, 1986). Our analysis includes a relatively objective and highly efficient methodology that might be useful in other research and in assessment of student learning. More... »

PAGES

232-258

References to SciGraph publications

  • 1992-06. Development of the process conception of function in EDUCATIONAL STUDIES IN MATHEMATICS
  • 2005-03. Some Historical Issues and Paradoxes Regarding the Concept of Infinity: An Apos-Based Analysis: Part 1 in EDUCATIONAL STUDIES IN MATHEMATICS
  • 1994-09. On fractions and non-standard representations: Pre-service teachers' concepts in EDUCATIONAL STUDIES IN MATHEMATICS
  • 2005-10. Some Historical Issues and Paradoxes Regarding the Concept of Infinity: An Apos Analysis: Part 2 in EDUCATIONAL STUDIES IN MATHEMATICS
  • 1991-02. On the dual nature of mathematical conceptions: Reflections on processes and objects as different sides of the same coin in EDUCATIONAL STUDIES IN MATHEMATICS
  • 2009-05-14. Preservice Teachers' Understanding of the Relation Between a Fraction or Integer and Its Decimal Expansion in CANADIAN JOURNAL OF SCIENCE, MATHEMATICS AND TECHNOLOGY EDUCATION
  • 2011-04. Preservice Teachers’ Understandings of the Relation Between a Fraction or Integer and Its Decimal Expansion: Strength and Stability of Belief in CANADIAN JOURNAL OF SCIENCE, MATHEMATICS AND TECHNOLOGY EDUCATION
  • 2006-10. A coloured window on pre-service teachers’ conceptions of rational numbers in INTERNATIONAL JOURNAL OF COMPUTERS FOR MATHEMATICAL LEARNING
  • 1999-03. Intuitions and Schemata in Mathematical Reasoning in EDUCATIONAL STUDIES IN MATHEMATICS
  • 1976. Piaget’s Theory in PIAGET AND HIS SCHOOL
  • 1987-11. Humanities students and epistemological obstacles related to limits in EDUCATIONAL STUDIES IN MATHEMATICS
  • Identifiers

    URI

    http://scigraph.springernature.com/pub.10.1080/14926156.2013.816389

    DOI

    http://dx.doi.org/10.1080/14926156.2013.816389

    DIMENSIONS

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