In this article, we obtain a genetic decomposition of students' progress in developing an
understanding of the decimal 0.9 ̄ and its relation to 1. The genetic decomposition appears …

Bu çalışmanın amacı, dokuzuncu sınıf öğrencilerinin devirli ondalık gösterimle ilgili kavram
yanılgılarını belirlemektir. Çalışmanın amacı doğrultusunda kavram yanılgısı türleri göz …

Researchers conducted semi-structured interviews with in-service fifth grade teachers. The
purpose of these interviews was to examine teachers' reactions to arguments that. 999…= 1 …

Bu araştırmada matematik öğretmen adaylarının rasyonel ve irrasyonel sayı kavramlarına
ilişkin bilgilerinin incelenmesi amaçlanmıştır. Nitel araştırma yöntemlerinin kullanıldığı bu …

Engaging prospective secondary teachers in mathematical argumentation is important, so
that they can begin to learn to engage their own students in creating and critiquing …

Abstract In 1978, only 24% of 8 th grade students in the United States correctly answered
whether 12/13+ 7/8 was closest to 1, 2, 19, or 21 (Carpenter, Corbitt, Kepner, Lindquist, & …

In the last 25 years a small collection of reports of studies focused on gaining insight into
PTs' knowledge of decimals has been published. Three themes are used to frame findings …

This article reframes previously identified misconceptions about repeating decimals by
describing these misconceptions as limited understandings of how mathematics concepts …

Existing research has identified pre-service teachers'(PTs') difficulties with measuring the
area of rectangles and explaining their approaches to area measurement. Yet, little is known …

Conceptual knowledge is one of the mathematical knowledge areas which should be
mastered by mathematics teachers besides factual, procedural, and metacognitive …