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Peer reviewedMoloney, Kevin; Stacey, Kaye – Mathematics Education Research Journal, 1997
Examines Australian students' conceptions of ordering decimals. Fifty secondary students studied over 12 months showed little change in their misconceptions. Whole number misconceptions are important in earlier years but disappear with time. The fraction misconception persists however, being displayed by approximately 20% of year 10 students. The…
Descriptors: Achievement Gains, Age Differences, Decimal Fractions, Elementary Secondary Education
