[Show abstract][Hide abstract] ABSTRACT: This paper explores misconceptions of the number line which are revealed when pre-service primary teachers locate negative decimals on a number line. Written test responses from 94 pre-service primary teachers provide an initial data source which is supplemented by group responses to worksheets completed during a lesson and individual interviews. Two main misconceptions leading to incorrect placement of negative decimals on a number line are identified. One relates to having separate number ‘rays’ for positive and negative numbers, which are aligned according to context. The other (with several variations) results from creating the negative part of the number line by amalgamating translated positive intervals. These misconceptions explain a large percentage of wrong answers. The most important implication for education at school, as well as in teacher education, is that the teaching of negative numbers and of the number line must not be confined to integers, as is frequently the case, but must also include negative fractions and decimals.
The Journal of Mathematical Behavior 01/2011; 30(1):80-91.
[Show abstract][Hide abstract] ABSTRACT: Competence in many domains rests on children developing conceptual and procedural knowledge, as well as procedural flexibility. However, research on the developmental relations between these different types of knowledge has yielded unclear results, in part because little attention has been paid to the validity of the measures or to the effects of prior knowledge on the relations. To overcome these problems, we modeled the three constructs in the domain of equation solving as latent factors and tested (a) whether the predictive relations between conceptual and procedural knowledge were bidirectional, (b) whether these interrelations were moderated by prior knowledge, and (c) how both constructs contributed to procedural flexibility. We analyzed data from 2 measurement points each from two samples (Ns = 228 and 304) of middle school students who differed in prior knowledge. Conceptual and procedural knowledge had stable bidirectional relations that were not moderated by prior knowledge. Both kinds of knowledge contributed independently to procedural flexibility. The results demonstrate how changes in complex knowledge structures contribute to competence development.
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