Using Everyday Knowledge of Decimals to Enhance Understanding

By K. Irwin. 2001

93 citations recorded by the source corpus.

How researchers see this paper

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

How Informal Out-of-School Mathematics Can Help Students Make Sense of Formal In-School Mathematics: The Case of Multiplying by Decimal Numbers (2005, result): “In agreement with other researchers (Hiebert, 1985; Irwin, 2001), I believe that the decimal numbers usually taught in school need to be anchored to students’existing knowledge in some way.”
Diagnosing misconceptions: Revealing changing decimal fraction knowledge. (2015, methodology): “For example, students have common and persistent misconceptions involving decimal magnitude, such as overgeneralizing their knowledge of whole numbers to decimal fractions (e.g., DeWolf & Vosniadou, 2014; Irwin, 2001; Resnick et al., 1989).”
The effectiveness of using incorrect examples to support learning about decimal magnitude. (2012, methodology): “novel problem types that were not presented during the intervention, and the four types of items were based on past assessments (see Table 1; Irwin, 2001; Rittle-Johnson et al., 2001).”