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Zooming-in on Decimals

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Bibliographic Details
Title: Zooming-in on Decimals
Language: English
Authors: Gorman, Amelia, Way, Jennifer, Mathematics Education Research Group of Australasia
Source: Mathematics Education Research Group of Australasia. 2018Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018).
Availability: Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Peer Reviewed: N
Page Count: 8
Publication Date: 2018
Document Type: Speeches/Meeting Papers
Reports - Research
Education Level: Grade 3
Primary Education
Elementary Education
Early Childhood Education
Descriptors: Arithmetic, Grade 3, Elementary School Mathematics, Mathematics Instruction, Elementary School Students, Number Concepts, Fractions, Numbers, Foreign Countries
Geographic Terms: Australia
Abstract: This study investigated how six Year Four (9-10 years old) students interacted with a dynamic (zoomable) digital number line to demonstrate knowledge and understandings of decimal fractions. Results from a task-based interview indicated that the zoomable number line is able to assist students in developing conceptual understandings of decimal density, place value and relative size. The app proved to be a powerful mathematical representation of decimal fractions because of its dynamic affordances that allowed the students to 'see' concepts that would otherwise be 'unseeable' when using a traditional static number line.
Abstractor: As Provided
Entry Date: 2019
Accession Number: ED592481
Database: ERIC
Description
Abstract:This study investigated how six Year Four (9-10 years old) students interacted with a dynamic (zoomable) digital number line to demonstrate knowledge and understandings of decimal fractions. Results from a task-based interview indicated that the zoomable number line is able to assist students in developing conceptual understandings of decimal density, place value and relative size. The app proved to be a powerful mathematical representation of decimal fractions because of its dynamic affordances that allowed the students to 'see' concepts that would otherwise be 'unseeable' when using a traditional static number line.