Peer reviewedERIC Number: EJ427582
Record Type: Journal
Publication Date: 1991
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0013-5984
EISSN: N/A
Available Date: N/A
Fourth Graders' Gradual Construction of Decimal Fractions during Instruction Using Different Physical Representations.
Hiebert, James; And Others
Elementary School Journal, v91 n4 p321-41 Mar 1991
Examines students' (25 low achieving fourth graders) understanding of conceptual features of decimals. Assessment results indicated that students' thinking was influenced by the types of concrete materials used to represent decimals; that low achievers' understanding of some important properties of decimals increased; and that understanding grew gradually through a complex, chaotic-looking process rather than through straightforward across-the-board insights. (SH)
Descriptors: Case Studies, Classroom Research, Cognitive Ability, Comprehension, Decimal Fractions, Elementary Education, Elementary School Students, Grade 4, Instructional Materials, Interviews, Learning Strategies, Low Achievement, Mathematics Instruction, Student Improvement, Teaching Methods, Test Results
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
IES Cited: ED512043
Author Affiliations: N/A
