Making Sense of What Students Know: Examining the Referents, Relationships and Modes Students Displayed in Response to a Decimal Task

By Barbara M. Moskal, Maria E. Magone. 2000

51 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/7c7963c05645af394ed6c45944593f7e1222a02f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Laura Bofferding
2. Xenia Vamvakoussi
3. Stella Vosniadou
4. Tamer G. Amin

In Education

1. Xenia Vamvakoussi
2. Stella Vosniadou
3. Laura Bofferding
4. W. Van Dooren
5. Lieven Verschaffel
6. Bethany Rittle-Johnson
7. Kelley Durkin
8. J. Grégoire

Citations in the corpus

• How Many Decimals Are There Between Two Fractions? Aspects of Secondary School Students’ Understanding of Rational Numbers and Their Notation (2010, background): “Thus students are found, for example, to interpret the symbol a / b as two unrelated natural numbers, or focus on the additive, rather than the multiplicative, aspect of the relation between a and b ; or they appear to think that “longer decimals are bigger” or “the bigger the terms, the bigger”
• Understanding the structure of the set of rational numbers: a conceptual change approach (2004, background): “This kind of understanding is difficult to achieve (Carpenter et al., 1993; Gelman, 2000; Moskal & Magone, 2000 ).”
• Negative Integer Understanding: Characterizing First Graders' Mental Models (2014, methodology): “For both mental models, Peled (1991) described four levels of understanding: students at the first level of integer knowledge know the order of all integers, with larger numbers further to the right on the number line and the numerals ordered symmetrically around zero; at the second level, students ”
• How Many Numbers are there in a Rational Numbers Interval? Constraints, Synthetic Models and the Effect of the Number Line (2007, background): “Indeed, there is a great deal of evidence showing that students at various levels of instruction make use of their knowledge of natural number to conceptualize rational numbers and make sense of decimal and fraction notation, often resulting in making systematic errors in ordering, operations, and n”