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Changing Structures of Attention When Learning About Decimal Fractions with Digital Tools.

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Title: Changing Structures of Attention When Learning About Decimal Fractions with Digital Tools.
Authors: Gorman, Amelia1 (AUTHOR) agor3358@uni.sydney.edu.au, Way, Jennifer1 (AUTHOR), Bobis, Janette1 (AUTHOR)
Source: Education Sciences. Nov2025, Vol. 15 Issue 11, p1453. 31p.
Subject Terms: *Mathematics education (Primary), *Decimal system, *Research methodology, *Cognitive psychology, *Student engagement, *Cognitive load, Digital technology
Abstract: Decimals are of great significance in the primary mathematics curriculum due to their application and use in everyday life. The purpose of this study was to investigate the effectiveness of certain dynamic digital representations in developing students' knowledge of decimal fractions. Task-based interviews were used with six Year 4 (9–10 years old) students that incorporated four different dynamic digital representations of decimals. Data collected via video–audio recordings were used to detect shifts in students' attention while using the digital representations. Attention shifts were analysed using microgenetic methods to determine conceptual changes over time. Findings uncovered specific features of the digital representations that generated productive cognitive confusion that prompted changes in students' understanding of decimal fractions. The unique affordances of each digital tool offered students opportunities to dynamically explore decimal concepts, and the digital tools could be used to enrich the teaching of decimals within the primary mathematics classroom. [ABSTRACT FROM AUTHOR]
Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Decimals are of great significance in the primary mathematics curriculum due to their application and use in everyday life. The purpose of this study was to investigate the effectiveness of certain dynamic digital representations in developing students' knowledge of decimal fractions. Task-based interviews were used with six Year 4 (9–10 years old) students that incorporated four different dynamic digital representations of decimals. Data collected via video–audio recordings were used to detect shifts in students' attention while using the digital representations. Attention shifts were analysed using microgenetic methods to determine conceptual changes over time. Findings uncovered specific features of the digital representations that generated productive cognitive confusion that prompted changes in students' understanding of decimal fractions. The unique affordances of each digital tool offered students opportunities to dynamically explore decimal concepts, and the digital tools could be used to enrich the teaching of decimals within the primary mathematics classroom. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Nov2025
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