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Prospective Teachers' Understanding of Decimals with Single Repeating Digits

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Title: Prospective Teachers' Understanding of Decimals with Single Repeating Digits
Language: English
Authors: Burroughs, Elizabeth A., Yopp, David
Source: Investigations in Mathematics Learning. Fall 2010 3(1):23-42.
Availability: Research Council on Mathematics Learning. Web site: http://www.unlv.edu/RCML
Peer Reviewed: Y
Physical Description: PDF
Page Count: 20
Publication Date: 2010
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Mathematics Education, Elementary School Teachers, Misconceptions, Preservice Teacher Education, Undergraduate Students, Interviews, Mathematics Instruction, Education Courses, Arithmetic, Mathematical Concepts
ISSN: 1947-7503
Abstract: This article investigates prospective elementary teachers' conceptions of the repeating decimal 0.999... Five students from a first-semester undergraduate course "Mathematics for Elementary School Teachers" were interviewed to ascertain their conceptions about the mathematical statement 0.999... = 1. All of the students indicated they do not believe .999... and 1 are equivalent. When faced with a proof that demonstrates the equivalence, several responded by rejecting some aspect of prior-held knowledge about mathematics. This article presents evidence that these students formed their misconceptions about repeating decimals in early grades rather than in higher-level courses that cover limit notions and that higher-level courses can lead students to reason incorrectly about infinitely repeating decimals.
Abstractor: As Provided
Entry Date: 2011
Access URL: https://www.unlv.edu/RCML/journal.html
Accession Number: EJ930122
Database: ERIC
FullText Text:
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  Data: This article investigates prospective elementary teachers' conceptions of the repeating decimal 0.999... Five students from a first-semester undergraduate course "Mathematics for Elementary School Teachers" were interviewed to ascertain their conceptions about the mathematical statement 0.999... = 1. All of the students indicated they do not believe .999... and 1 are equivalent. When faced with a proof that demonstrates the equivalence, several responded by rejecting some aspect of prior-held knowledge about mathematics. This article presents evidence that these students formed their misconceptions about repeating decimals in early grades rather than in higher-level courses that cover limit notions and that higher-level courses can lead students to reason incorrectly about infinitely repeating decimals.
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      – SubjectFull: Misconceptions
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      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Interviews
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      – SubjectFull: Arithmetic
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      – SubjectFull: Mathematical Concepts
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