Do we need separate rules to compute in decimal notation?

1971 ◽  
Vol 18 (1) ◽  
pp. 40-42
Author(s):  
Boyd Henry
Keyword(s):  
Decimal Point ◽  
Decimal Fraction ◽  
Common Fractions ◽  
Decimal Fractions ◽  
As If

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.

Using the subtraction method in dividing decimal fractions

1963 ◽  
Vol 10 (5) ◽  
pp. 288-289
Author(s):  
Vernon Broussard
Keyword(s):  
Special Form ◽  
Subtraction Method ◽  
Decimal System ◽  
Decimal Fraction ◽  
Common Fractions ◽  
Decimal Fractions ◽  
The Relationship

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.

The Art of Teaching: A Device for Teaching the Concept of the Trigonometric Functions

1939 ◽  
Vol 32 (2) ◽  
pp. 88-89
Author(s):  
Laura Blank
Keyword(s):  
High School ◽  
Trigonometric Functions ◽  
School Pupil ◽  
Decimal Fraction ◽  
Twelfth Grade ◽  
Common Fractions ◽  
Decimal Fractions ◽  
Art Of Teaching

Pupils begin the study of trigonometry, however brief, intensive, or extensive the course, and, whatever the grade in which it is taught, with the definitions of the six trigonometric ratios or functions. Much emphasis is put on these functions. Immediate applications to practical problems are made of the simpler ratios, such as sin 30°, tan 45°, cos 60°, and cot 135°. Shortly, the pupil is introduced to a table of “natural” functions, as we designate them to distinguish them from logarithmic trigonometric functions. The pupil learns to read the tables. He learns to apply them to problems that are not too difficult. It becomes an interesting game to use them. However, in his eagerness to make them serve him in solving problems of many sorts, whether he is a ninth-, tenth-, eleventh-, or twelfth-grade high school pupil, he loses the realization that he is using a ratio in decimal form. Somehow, to him, ratios are common fractions, and common fractions, ratios, but not so decimal fractions. The denominator of the decimal fraction is not apparent to him. Nor is it to us teachers until we make ourselves deliberately conscious of it. In truth, it is for this very reason that we use a decimal fraction, when we prefer it to a common fraction. It is due to this very fact that decimal fractions were invented.

scholarly journals The Analysis of Students’ Ability of Decimal Numeral Multiplication of the Fifth Grade Students

2017 ◽  
Vol 1 (1) ◽  
pp. 36
Author(s):  
Made Suwariyasa
Keyword(s):  
Qualitative Research ◽  
Qualitative Approach ◽  
Fifth Grade ◽  
Test Results ◽  
Fifth Grade Students ◽  
Quantitative And Qualitative Research ◽  
A Value ◽  
Decimal Fraction ◽  
Decimal Fractions ◽  
Everyday Problems

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. 

The advantages of decimal notation

1962 ◽  
Vol 55 (8) ◽  
pp. 649-650
Author(s):  
Carln Shuster
Keyword(s):  
Common Fractions ◽  
Decimal Fractions

In a College recently visited, the professor or, in a class in the teaching of ari thmetic, listed on the board eleven reasons for claiming that decimal fractions were superior to common fractions.

A Visual Approach To Decimals

1978 ◽  
Vol 25 (8) ◽  
pp. 22-25
Author(s):  
Rosemary Schmalz
Keyword(s):  
Primary Grades ◽  
Place Value ◽  
Whole Numbers ◽  
Visual Approach ◽  
Common Fractions ◽  
Decimal Fractions

Many manipulative materials are used in the primary grades to teach place value. However, when this concept is extended beyond whole numbers to decimal fractions, manipulatives are noticeably absent. In most books, explanation of decimals is entirely dependent on knowledge of common fractions

Rounding Numbers

1959 ◽  
Vol 6 (1) ◽  
pp. 41-42
Author(s):  
Wilbur Hibbard
Keyword(s):  
Normal Sequence ◽  
Whole Numbers ◽  
Common Fractions ◽  
Decimal Fractions

In the normal sequence of arithmetic we study whole numbers, common fractions and decimal fractions in this order. After pupils have gained some facility with decimals, we direct them to round their answers to the nearest thousandth or other decimal. This rounding is difficult for two reasons. First, the meaning of the term nearest thousandth and in the second place we have the mathematical immaturity of the pupil.

Note on the Teaching of “Ragged Decimals”

1958 ◽  
Vol 5 (3) ◽  
pp. 149-151
Author(s):  
Harry E. Benz
Keyword(s):  
Decimal Point ◽  
Decimal Fractions ◽  
The Right

The purpose of this paper is to raise certain questions regarding the almost unanimous condemnation of the teaching of the addition of decimal fractions with the aid of practice material which contains examples in which not all the addends contain the same number of digits on the right of the decimal point. Such addition examples are often referred to as “ragged decimals.” In this discussion we shall overlook the fact that it is not the numbers themselves, but the columns which are “ragged,” and we shall use the commonly accepted term to refer to such examples.

Why Learning Common Fractions Is Uncommonly Difficult: Unique Challenges Faced by Students With Mathematical Disabilities

2016 ◽  
Vol 50 (6) ◽  
pp. 651-654 ◽  
Author(s):  
Daniel B. Berch
Keyword(s):  
Learning Disability ◽  
Rational Number ◽  
Rational Numbers ◽  
Significant Delay ◽  
Comprehensive Understanding ◽  
Mathematical Learning ◽  
Formal Instruction ◽  
Different Types ◽  
Common Fractions ◽  
Decimal Fractions

In this commentary, I examine some of the distinctive, foundational difficulties in learning fractions and other types of rational numbers encountered by students with a mathematical learning disability and how these differ from the struggles experienced by students classified as low achieving in math. I discuss evidence indicating that students with math disabilities exhibit a significant delay or deficit in the numerical transcoding of decimal fractions, and I further maintain that they may face unique challenges in developing the ability to effectively translate between different types of fractions and other rational number notational formats—what I call conceptual transcoding. I also argue that characterizing this level of comprehensive understanding of rational numbers as rational number sense is irrational, as it misrepresents this flexible and adaptive collection of skills as a biologically based percept rather than a convergence of higher-order competencies that require intensive, formal instruction.

Mathematics and Saltine Crackers

1980 ◽  
Vol 28 (4) ◽  
pp. 36
Author(s):  
Gloria Sanok
Keyword(s):  
Mathematical Concepts ◽  
Whole Numbers ◽  
Common Fractions ◽  
Decimal Fractions

One saltine cracker can give a student a taste for whole numbers, common fractions, decimal fractions, percents, and money—geometrically and rationally speaking, of course. A saltine cracker can illustrate several mathematical concepts.

Decimal Versus Common Fractions

1956 ◽  
Vol 3 (5) ◽  
pp. 201-206
Author(s):  
J. T. Johnson
Keyword(s):  
Common Fractions ◽  
Decimal Fractions ◽  
The Common

COMMON FRACTIONS were being used in Egypt at about 1600 B. C. and Decimal fractions were invented about 1600 A. D. Thus the common fraction has had a 30,000 year handicap over the decimal by virtue of its priority in time. This handicap has been so strong that its influence is still in force as evidenced by the fact that the common fraction is taught before the decimal despite the evidence that decimals are easier to learn and to use.

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