Preservice Teachers' Knowledge of Difficulties in Decimal Numeration |
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| Authors: | Kaye Stacey Sue Helme Vicki Steinle Annette Baturo Kathryn Irwin Jack Bana |
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| Institution: | (1) Department of Science and Mathematics Education, University of Melbourne, 3010, Australia;(2) University of Melbourne, Australia;(3) Queensland University of Technology, Australia;(4) University of Auckland, New Zealand;(5) Edith Cowan University, Australia |
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| Abstract: | In this study we investigated preservice elementary school teachers' content knowledge and pedagogical content knowledge of
decimal numeration. The preservice teachers completed a decimal comparison test, marked items they thought would be difficult
for students, and explained why. Only about 80 percent of the sample tested as experts, indicating that a significant proportion
of preservice teachers have inadequate content knowledge of decimals. Confusion about the size of decimals in relation to
zero was a significant and unexpected difficulty, leading to concerns about the fragmentary nature of the preservice teachers'
knowledge. Most preservice teachers were aware of longer-is-larger misconceptions in students, but had little awareness of
shorter-is-larger misconceptions. Preservice teachers' explanations for the reasons students might have difficulty demonstrated
that many are good at identifying features that make comparisons difficult but less able to explain why these cause trouble.
Results point to the need for teacher education to emphasise content knowledge that integrates different aspects of number
knowledge, and pedagogical content knowledge that includes a thorough understanding of common difficulties.
This revised version was published online in August 2006 with corrections to the Cover Date. |
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