Decimal Dilemmas: Interpreting and Addressing Misconceptions
Abstract
In this article, a student's misconception of multiplication and division of decials is analyzed and findings are presented from preservice teachers’ interpretation of that misconception. The authors then highlight common decimal misconceptions, outline two strategies for addressing such misconceptions in the classroom, and include final remarks connecting the professional noticing framework with addressing misconceptions in mathematics.References
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Copyright (c) 2017 Cindy Jong, Jonathan N Thomas, Molly H Fisher, Edna O Schack, Meredith A Davis, Mallory E Bickett
