Diagnosing misconceptions: Revealing changing decimal fraction knowledge

2015 ◽  
Vol 37 ◽  
pp. 21-29 ◽  
Author(s):  
Kelley Durkin ◽  
Bethany Rittle-Johnson
Keyword(s):  
2017 ◽  
Vol 1 (1) ◽  
pp. 36
Author(s):  
Made Suwariyasa

This study aimed to (1) describing Learning multiplication of decimal fractions in V grade,(2) The students' ability in completing the multiplication of decimal fractions, (3) The constraints which were faced by students in completing the multiplication of decimal fractions and the solutions to overcome those obstacles. The type of this study was descriptive quantitative and qualitative research. The subjects of this study were the fifth grade students of SD Negeri 2 Penarukan, consisted of 20 students and teachers in V class. The object of this study were (1) Learning multiplication decimal fraction in V grade, (2) The students' ability in completing the multiplication of decimal fractions, (3) The constraints which were faced by students in completing the multiplication of decimal fractions and the solutions to overcome those obstacles. The observation, test, interview, and documentation were used to collect the data. The data were analyzed using descriptive quantitative and qualitative approach. The results showed (1) Learning multiplication decimal fractions was categorized good with a value of 84 , (2) the average test results in classical 59.9 with low category with the highest indicators is to solve everyday problems which involves multiplication of various fractions 55.25% and the lowest indicator is determining the results of multiplication operations of various fractional 88.5 %, (3) The constraints faced by students are: forget the concept of decimal fractions multiplication operations, forget to put coma at the end of the answer and students are still confusein completing the essay task. The solution to overcome those constraints aregiving students a lot of exercises regarding the multiplication of decimal fractions. So that students are better trained and familiar with the particular multiplication exercises. 


1884 ◽  
Vol 37 (232-234) ◽  
pp. 425-426

It is agreed on all hands that the pupil of the eye owes its size to the quality of the light; contracting and dilating according to the intensities of the light. It is not agreed, however, if indeed it has ever become the subject of debate, that its magnitudes may be reciprocally the measures of those intensities . There are cogent reasons for believing that they are so, and hence that an instrument which measures the pupil’s size, measures at the same time the light’s intensity. The photometer was originally constructed for the former purpose only, and indicates the diameter of the pupil in hundredths of an inch. The diameter is found by directing the instrument applied to one eye, with both eyes open, towards a sheet of white paper, or the sky; the lid of the instrument is now revolved slowly until the two white disks just touch one another at their edges . The decimal fraction opposite the two apertures seen on the scale outside, indicates the diameter of the pupil in hundredths of an inch. On examining hourly for several consecutive weeks the light of the day reflected from a given small area of the sky, certain recurring periodicities were observed in the pupil’s magnitudes, and these are found to coincide with analogous alterations in the light’s intensity; hence it was inferred that if the pupil owes its size to the intensity of the light, it became from that very fact a measure of that intensity. It is the object of the paper to substantiate this by experiment. To use the instrument for testing light of different intensities we first set the pupil to a light of a given intensity by using a Sugg’s standard candle. This is placed at a distance of one foot from the eye, with a white surface close behind it, in a darkened room. The diameter of the pupil is now taken under the stimulus of the candle flame, and its measure is read off on the scale of the instrument. My own pupil, when impressed with such a light, measures invariably the 0·15 inch. We now place four such candles at two feet from the eye, when the pupil will be found to remain stationary at the same magnitude as before. These results are in strict accordance with the rule that the intensity of the illumination of any body, in the presence of a source of light, will depend upon its distance from that source, and obeys the general law of radiant forces, the intensity of the light varying inversely as the square of the distance of the luminous body . Hence, if a single candle illuminates a body at one foot, four candles at two feet are required to produce equal illumination.


1992 ◽  
Vol 2 (2) ◽  
pp. 237-244 ◽  
Author(s):  
R.S. Bird

At the recent TC2 working conference on constructing programs from specifications (Moeller, 1991), I presented the derivation of a functional program for solving a problem posed by Knuth (1990). Slightly simplified, the problem was to construct a shortest decimal fraction representing a given integer multiple of 1/216. Later in the conference – and in a different context – Robert Dewar described a second problem that he had recently set as an examination question. In brief, the problem was to replace sequences of blanks in a file by tab characters wherever possible. Although Knuth's and Dewar's problems appear to have little in common, I suspected that both had the same ‘deep structure’ and were instances of a single general result about greedy algorithms. The purpose of this note is to bring the genral result to light and to unify the treatment of the two problems. We begin by describing the problems more precisely.


1963 ◽  
Vol 10 (5) ◽  
pp. 288-289
Author(s):  
Vernon Broussard

There are two ways in which the teacher may introduce the decimal notation. First, he may consider decimals as a special form of common fractions having denominators of 10 or some power of 10; second, he may treat decimals as an integral part of our decimal system of numbers. Regardless of the method used, the pupil must see the relationship between the two ways of writing a decimal fraction.


Author(s):  
Ong C Yung ◽  
Syahrul Nizam Junaini ◽  
Ahmad A Kamal ◽  
Laili F Md Ibrahim

Mathematics is important in our life and society. However, gamification of mathematics is rare for the topics such as fractions and decimals. This paper presents the development of an educational mathematics game called One Slash One Hundred Percent (1 Slash 100%). It is the hybridization of conventional card game and Quick Response (QR). This research aims to study how the respondents explore the card game to master decimal, fraction and percentage. The testing was conducted among secondary school students in Kuching, Sarawak, Malaysia (n=12; age=14). The respondents were asked to answer a set of questions in pre-test and post-test question. The results were promising where the analysis showed a significant difference between pre (M=14.3, SD=2.103) and post-test scores (M=17.6, SD=2.234). Thus, gamification of mathematics using hybrid card game increases their mastery of decimal, fraction and percentage.


1972 ◽  
Vol 19 (5) ◽  
pp. 387-388
Author(s):  
Rowena Rowland
Keyword(s):  

“Fraction Rummy” is a card game for two to six players. The deck contains fifty cards, thirty-one showing a common fraction and nineteen showing a decimal fraction. Each player is dealt five or seven cards, depending on the number of players. The stack of undealt cards is laid face down, except for the top card, which is turned face up to start the discard pile.


1971 ◽  
Vol 18 (1) ◽  
pp. 40-42
Author(s):  
Boyd Henry

It is perplexing indeed that we continue to teach decimal fractions as if they were enti tic quite apart from common fraction. Typically, we first teach student to add, subtract, multiply, and divide with common fractions. Then in due course, as if decimal fraction (commonly called decimal) were a totally different concept from common fraction, we teach a new set of seemingly unrelated rules and regulations for moving the decimal point about when computing with decimal fractions. It is the purpose of this article to observe that once the child has learned to work with common fractions with orne degree of success, he has very little additional to learn about decimal fractions. It is all a matter of notation.


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