Preservice Teachers' Knowledge of Difficulties in Decimal Numeration

By Kaye Stacey, S. Helme, V. Steinle, Annette R. Baturo, K. Irwin, J. Bana. 2001

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THE PEDAGOGICAL CONTENT KNOWLEDGE IN MATHEMATICS: PRE- SERVICE PRIMARY MATHEMATICS TEACHERS' PERSPECTIVES IN TURKEY (2007, background): “Stacey et al. (2001) investigated preservice elementary school teachers’ content knowledge and pedagogical content knowledge of decimal numeration. They asked the teacher candidates to complete a decimal comparison test, mark items they thought would be difficult for students, and explain why. Resul”
Diagnosing misconceptions: Revealing changing decimal fraction knowledge. (2015, background): “However, children and adults often have difficulty understanding decimals (e.g., Glasgow, Ragan, Fields, Reys, & Wasman, 2000; Rittle-Johnson, Siegler, & Alibali, 2001; Stacey et al., 2001).”
Naturally Biased? In Search for Reaction Time Evidence for a Natural Number Bias in Adults. (2012, background): “This finding is in line with evidence showing that “longer is larger” errors are present in younger children but decrease with age, while the “shorter is larger” one is persistent for older children and present also in adults (Desmet et al., 2010; Stacey et al., 2001; Stacey & Steinle, 1998, 1999).”