EDMA360 Mathematics Teaching and Learning 2_2016 Melissa Kelly

Gaining insights from research for classroom planning

[Melissa Kelly]

Teaching and learning for decimal fraction understanding has been shown to be complex and plagued with a myriad of opportunities for misconceptions
(Lortie-Forgues, Tian, & Siegler, 2015). The bodies of research into decimal understandings and misconceptions have developed over many years to diagnose
how this central component of mathematical content creates so much confusion and maintains issues into later years despite its presence in the learning
curriculum (Roche & Clarke, 2006).
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A longitudinal study by Stacey (2005), assessing students capabilities from grades 4-10 highlights the prevalence of two prevalent misconceptions that students
often hold; longer-is-larger (L thinking) and shorter-is-longer (S thinking) thinking. The extensive study of 3204 students throughout Melbourne and tracked
them over 4 years from the year in which decimal fractions are introduced, grade 4, (Victorian Curriculum and Assessment Authority, VCAA, 2016) to year 10.
Stacey (2005) employed a system of analysing errors in students ability to compare decimals called Decimal Comparison Test (DCT2) and considered patterns
evident over the timeframe of learning.

This analytical technique for assessing students decimal understanding has been used in a variety of other studies and developed over the years (Brueckner,
1928; Foxman, Ruddock, Joffe, Mason, Mitchell, & Sexton, 1985; Roche & Clarke, 2006; Stacey, 2005 Steinle, 2004). It was also seen in the 2006 study by
Roche & Clarke, and to a lesser extent by Steinle (2004) who asked students to circle the larger number of two decimal fractions. It is seen as helpful data to
identify common misconceptions presented throughout decimal teaching and learning process in schools, where teachers and education professionals are able to
reflect on current practices, diagnose practices that aid the development of misconceptions and plan for ways it can be combated and avoided in the future
(Fuglestad, 1998; Stacey, 2005; Steinle, 2004).

The studies of Stacey (2005) and Roche & Clarke (2006) found that there was greater prevalence of L thinking among students, where they incorrectly believed
that the more numbers present after the decimal point indicated a larger number (e.g. 0.49<0.2375). Previously labeled as whole number rule by Resnick,
Nesher, Leonard, Magone, Omanson, & Pelle (1989), this naive misconception (Stacey, 2005, p. 27) is reflective of thinking applied to whole numbers before
the decimal point, where numbers with more digits are larger. For example, students using this type of thinking would consider 0.812 as a larger number than
0.93 because the extra digit makes it larger, such as when considered as 812 and 93.

Although it is not as prevalent as seeing decimals with more digits as longer, another misconception is to see the opposite - that shorter is larger (Stacey, 2005).
This misconception is rooted in more developed, although incorrect, application of place values (Roche & Clarke, 2006; Steinle, 2004). Students who exhibit
this thinking appear to have a lack of understanding of number density and see the number as larger by applying their understanding that tenths are larger than
hundredths (Roche & Clarke, 2006).
EDMA360 Mathematics Teaching and Learning 2_2016 Melissa Kelly

Another issue in the teaching and learning of decimal fractions found through the study of Roche & Clarke (2006) is the use of adding and annexing zeros to
use whole number thinking. For example, changing 0.37 to 0.370, therefore making it easier to decide that 0.37 is larger than 0.24. While this would not present
as an issue when simply looking for a correct answer to the question of which is larger, it neglects conceptual understanding of decimals as a number (Roche &
Clarke, 2006). This can be explored through the use of open-ended questions, comparison of more than two decimals and other occasions where students need
to prove their reasoning (Roche & Clarke, 2006).

Stacey (2005) boosts that the refined focus of her research provides knowledge of the journey (p. 19) students take in understanding decimals throughout
their schooling in a way that can be generalised to other content areas within and outside. However, when complete and relational understanding is strived for
in teaching and learning, care should be given to the interrelated nature of mathematical content knowledge and skills when teaching, particularly with the
connections between decimals and fractions (Skemp, 1976). Furthermore, the presence of whole number, place value and multiplicative thinking are indicated
as essential elements for decimal understanding (Wright, 2004). The 2005 paper goes on to reflect on possible influences in secondary schooling with students
learn about negative numbers and are increasingly asked to round numbers to two decimal places on decimal understanding. Upon speculation, one limitation to
this study could be the act of solely focusing on decimal comparison errors, without broader understanding of teaching and learning practices present behind
them and the same students performance in related concept areas (e.g. conceptual knowledge of fractions) could be .

Additionally, the statement by Stacey (2005) that much school instruction does not make an impact on the thinking of many students (pp. 33-34) cannot be
upheld as the research does not consider the individual instruction experienced by students. It could be proposed that instructional techniques prevalent within
those schools and classrooms could have neglected best practiced and fostered those misconceptions rather than worked to combat them.
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Decimal fractions are first introduced into the Victorian Curriculum (VCAA, 2016) during grade 4, where students are expected to extend their knowledge of
place value to tenths and hundredths by making connections to prior fractions knowledge. This is then further developed beyond the hundredths in grade 5,
where students are asked to begin comparing, ordering and representing decimals. It is in grade 6 that students are expected to learn the bulk of fraction and
division tasks are placed, with students learning within 7 learning outcomes throughout the year. This could present a strain on teachers to ensure that these
areas are adequately learnt for relational understanding that avoids the common misconceptions talked about above for they move into secondary school where
teaching begins to overemphasis round to 2 decimal places (Stacey, 2005; Skemp, 1976).

Despite the troubling presence of these incorrect understandings within classrooms, Steinle (2004), Roche & Clarke (2006), and Stacey (2005) all maintain that
these misconception can be challenged and learnt from. This has been shown to more common for students with L thinking, due to the more basic reasoning
behind that misconception (Stacey, 2005). However, more concerning is the prevalence of S thinking, which maintains its presence into secondary schooling
(Steinle, 2004). Steinle shows that the comparison of this with the use of L thinking moving from approximately 80% to 10% of students, while S thinking
starts just under 10% in grade 4, moving to just under 20% in grade 6 and only decreasing to 10 percent in grade 10 (Steinle, 2004). This indicates that this
EDMA360 Mathematics Teaching and Learning 2_2016 Melissa Kelly

thinking actually increases during the years of decimal fraction learning and concludes with a level of S thinking higher than when first introduced (Steinle,
2004).

Victorian curriculum documents additionally, only introduce the idea of comparing, ordering and representing decimals in grade 5 (VCAA, 2016). It is
important in effective teaching and learning that students are supported in making connections between symbols, words and representations within mathematics
(Wright, 2004; Wright & Tjorpatzis, 2015). The implications presented in the curriculum fraction and decimal sequence suggest that representation and
concrete models are not important when first introducing topics, which is grossly disputed by research (Wright, 2004; Van de Walle, Karp, & Bay-Williams,
2015).

Understanding of what decimal and fraction numbers is seen as a commonly lacking in all levels of society, and consideration should be given to how this
develops (Stacey, Helme, Steinle, Baturo, Irwin & Bana, 2001, in Steinle, 2004). While it could be argued that some incorrect errors or interpretations are
unavoidable as students work to make sense of new information (Resnick, et al., 1989), educational professionals need to be aware of them and how they can be
corrected before impeding on future learning (Moloney & Stacey, 1997). The extensive research into the area of decimal fraction misconceptions and ways they
can be avoided should be considered during teaching at all levels and through the structure of school, state and national curriculum documents.
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LESSON PLANNING
Rationale:
This series of lessons focuses on decimal fractions within grade 5, which has been shown as an area students struggle with in later years due to
misconceptions (Lortie-Forgues, et al., 2015; Wright, 2004). The lessons within this unit aim to introduce students to decimal numbers using thousandths while
EDMA360 Mathematics Teaching and Learning 2_2016 Melissa Kelly

emphasising how the role of each digit within the base ten place value system, hopefully combating the existence of misconceptions regarding length of
decimals and the presence of zeros.

Grade level: Mathematical content area:

Grade 5 - Recognise that the place value system can be extended beyond hundredths (VCMNA189)
- Compare, order and represent decimals (VCMNA190)
Learning focus:
In this unit we are learning to understand numbers beyond the hundredths in the place value system; to be able to compare, order, represent and use
correct terminology for decimal fractions.
Assumed prior knowledge:
- Students are aware that numbers can be extended to tenths and hundredths
- Students have an understanding of the multiplicative nature of the place value system
- Students have basic knowledge of equivalence between fractions and decimal notation for numbers
- Students have an understanding of equivalence
- Students have prior experience using decimats and decipipes.
Key Vocabulary:
- Tenths - Larger than - Denominator
- Hundredths - Smaller than - Place value
- Thousandths - Numerator

LESSON 1

Key Understandings Structure Assessment Criteria and

Success Criteria
EDMA360 Mathematics Teaching and Learning 2_2016 Melissa Kelly

Students are learning to LEARNING EXPERIENCE: Assessment Type

reflect on their prior
knowledge of decimals
and explore numbers that
involve thousandths.
Daily Mathematics
Focus
Known language and
representations of
decimals
- Teacher facilitates class to begin brainstorming in response to the prompt; A Brainstorm and student interaction
decimal is. used as diagnostic assessment to
- Students are to do a think/pair/share with 2 other classmates before adding to the determine students prior knowledge
class brainstorm on the interactive whiteboard on piece of poster paper. The
of decimals and fractions.
brainstorm should be formated to have 3 sections for different representations;
collections, word and symbol and only use the inner part of the paper (See
Appendix A). Success criteria
I am doing well if I can communicate
- Students will have easy access to the mathematics tools section in the classroom
the prior knowledge and
which includes decimats, decipipes, unifix, MAB, LAB, hundredths squares.
When using these materials, students must use the class camera and print a picture understanding I have of decimals and
of their work to add to the brainstorm. fractions.
- Students will then come back to the board for sharing, where students are asked to
write facts they know on small pieces of paper and stick them to the board (later
posted on the wall in the classroom). Keywords will be added to a decimal
fractions word wall.

DIFFERENTIATION TO CATER FOR DIVERSITY:

Enabling: EALD are provided with translation dictionaries to add the translation of
decimals in their native language to the brainstorm.

Extending: Students are asked to find as many examples of decimals in everyday life as
possible, using Ipads to research.

GROUPING:
- Grouping will be determined by where the students are sitting, however the
teacher will intervene when students are identified as ones who do not work well
together, or who have common learning difficulties.
PROMPTING QUESTIONS:
- Have you seen any different ways of representing of decimals?
- Can you think of any keywords that might be used when working with decimals?
- Where have you seen decimals in everyday life?
- What other mathematical concepts are used with decimals?

LESSON 2
EDMA360 Mathematics Teaching and Learning 2_2016 Melissa Kelly

Key Understandings Structure Assessment Criteria and

Success Criteria
Students are learning that
LEARNING EXPERIENCE: Assessment Type
decimal numbers can be Tuning in: Give students 1 minute to write as many decimals in their book. Students representation of
ordered and that numbers - Ask students to pick one number from their list and write it on a post-it note. thousandths and reasoning for
- Individually call students to the front to line up in order, having first asked two ordering decimals.
extend beyond hundredths
students to represent 1 and 0. As each student is brought up, ask the student to
to the thousandths. write the number into the place value chart (eg. 12.56 has the 1 in the tens
column, 2 in the ones, 5 under the tenths and 6 under the hundredths). Success criteria
- Ask some students how it could be represented on the decimat printed on the I am doing well if I
Daily Mathematics Focus
board (first ask the student who wrote it before asking for help from other - Understand that a thousandth
Comparing fractions
students) is the name of the number 3
Hundredths
- During the tuning in activity, be aware of students who have written numbers places after the decimal point
Thousandths beyond hundredths. If one or more has, after bringing many students with mixed - Can learn to represent a
10 parts of ... numbers, tenths and hundredth, ask a student to introduce their number and
thousandth using materials
write it on the board.
- NB. If none of the students includes a number into the thousandths, state
that you accidently added on another number when you did it.
- Using the language of ones, tenths and thousandths, ask students what they
believe this place value represents and why. Create labels for a place value
chart; hundredths, ones, tenths, hundredths before introducing thousandths and
getting students to understand the relationship in the language to come up with
thousandths.
- Introduce fraction representation of thousandths (2/1000)
- Have students think/pair/share where they think the number should be placed
between the numbers already ordered and why.
- Using the decimat, decide as a class how each place value can be represented.
- Place students in groups of 3 and ask them to represent one tenth, one hundredth
and one thousandth in as many ways as they can using the resources on the
mathematics tools area. Ask if they can find items in the room that are the same
size as that uni, starting with finding 1/1000 of a collection of 100 straws.
Document this using class Ipads.
- Bring students back to the floor and ask students to show how they found 1
thousandth and what the whole was. Ask students what items were easiest to use
and why.
EDMA360 Mathematics Teaching and Learning 2_2016 Melissa Kelly

DIFFERENTIATION TO CATER FOR DIVERSITY:

Enabling: Bring students attention to the decipipes and MAB. Ask students, if there are
100 units in a block, what would be 1/100 of the block.

Extending: Ask students to find 1/1000 of a collection of 300 straws.

GROUPING:
Groups of 3 are made of mixed ability students.

PROMPTING QUESTIONS:
- Is there an easy way of working out where a number fits in comparison to the others?
- Why is this number closer to zero, and therefore smaller when there are more numbers in it?

LESSON 3

Key Understandings Structure Assessment Criteria and

Students are learning to
represent and add
thousandths fractions and
decimals on a decimat.
Daily Mathematics Focus
Decimats
Equivalence
Thousandths
Success Criteria
LEARNING EXPERIENCE: Assessment Type
- Using the place value chart and the example of 21 tenths, ask students what this Teacher will look for and facilitate
number would be represented as a decimal and fraction. How people would appropriate language use by students
know this (2.1). Have place value chart handy for students to reference if while roving, making note of students
possible. Ask student how they would represent 21 thousandths (0.021). who do not seem to grasp the
- The teacher is to explain the task and model the game Colour in Decimats language or representation.
(Roche, 2010) Facts from students show increasing
- The decimat is the equivalent to one understanding of decimal fractions
- Students are given 1 normal die and a die with 1/10, 1/100 and 1/1000 and place value.
listed. The normal die signified the numerator.
- Taking turns in pairs, students are to roll both die and fill in that fraction Success criteria
on the decimat. I am doing well if I can add fractions,
- Students need to have clear working to show what happened during the including thousandths, to one and
game, showing the fraction, the decimal (calculators can be used) and present these as decimals.
the total fraction during each step.
- The winner is the one who fills in their decimat first.
EDMA360 Mathematics Teaching and Learning 2_2016 Melissa Kelly

- An extending prompt for early finishers is to add the requirement of

being able to reject 3 rolls and having to get exactly 1.
- Following this, in groups of 3, students are to create a list of facts/ideas that
they have noticed throughout the game and in previous lessons.
- Eg. 4/10 and 6/10 make 1. 100/1000 is the same as 1/10.
- These facts are to be placed on the class unit display wall under the place value
headings (Adapted from Belindas class in Kaur, 2016)

DIFFERENTIATION TO CATER FOR DIVERSITY:

Enabling: help students to put an example of 1/10, 1/100 and 1/1000 on the decimat in
different colours. Students can use this as an example to do multiple of when given
larger numbers. Also, see grouping arrangements below.

Extending: ask students to determine the quickest why possible to win or how they
could alter the dice to change the game.

GROUPING:
Mixed grouping - teacher to pay attention to students with particular learning
difficulties that may be better off placed in groups of 3 or with other student who are
patient.

PROMPTING QUESTIONS:
- What does 1/100 look like on the decimat? How would it look different if it was 6/100?
- What does the numerator/denominator represent in a fraction?
- What is the quickest combination of fractions to win the game?

LESSON 4

Key Understandings Structure Assessment Criteria and

Success Criteria
EDMA360 Mathematics Teaching and Learning 2_2016
Students are learning to
compare decimals, use
appropriate language.
Daily Mathematics Focus
Comparing decimals
Mathematical language
Infinite numbers on number
line
Melissa Kelly
LEARNING EXPERIENCE: Assessment Type
Teacher is to introduce students to the lesson by placing two numbers on the board, Roving observations: mark on
acting as the ends of a number line (1 & 2). Students are asked if they can think of class list the use of appropriate
numbers between those two. Each number will be placed on the number line by the language
teacher where students believe it should be. Encourage students to use interesting
numbers that they are learnt how to use recently. Students reflective sentences:
shows students awareness of
Teacher is to introduce the game of Guess my number. The students are able to guess decimal numbers
what number the teacher is thinking of and the teacher is only allowed to say whether
their guess too high or too low. This game will begin using whole numbers between 0- Success criteria
10, then repeat the process with a number with one decimal point. As another decimal
place value is added, the teacher will ask students to acknowledge the language I am doing well if I am able to
appropriate (e.g. thousandths). This game is continued until students are able to find a recognise numbers between two
number with 4 decimal places. other numbers, to at least 3
decimal places.
While the students are guessing, a box can be placed on the whiteboard for the correct
number. The teacher can write in numbers that students are guessing that are higher
above the box and lower below the box. This will enable students to be aware of what
numbers they are looking between.
Students are then to move to their seats in groups of 4 to play their own version of
Guess my number. 2 students are to pick a number for the other two to guess.
At the conclusion of class, students are to individually write what they did during the
game, what they found challenging and easy and to finish the following sentence;
When I found out that the number was between two consecutive numbers (e.g. 3
& 4; 2.5 & 2.6; 4.829 and 4.828), I knew ....
DIFFERENTIATION TO CATER FOR DIVERSITY:
Enabling: Students will be asked to only go to 2 decimal places
Extending: Students can move into more decimal places or play Decimal Challenge
on computers in pairs.
GROUPING:
Groups of 4 will be created based on ability to ensure differentiation can be applied
without negatively affecting the learning of others.
EDMA360 Mathematics Teaching and Learning 2_2016 Melissa Kelly

PROMPTING QUESTIONS:
- What numbers do we know are too high?
- If the number is between those two, think about what numbers are between 0-1?

LESSON 5

Key Understandings Structure Assessment Criteria and

Success Criteria
Students are learning to LEARNING EXPERIENCE: Assessment Type
apply their knowledge and - The teacher will tell the students that he/she has discovered that the width of Student work: Students are able to
learning of decimal fractions their hand (from the tip of the middle finger to the base of the palm) is 174/1000 identify how decimal places are
to length. of the table (1m). used in regards to length by
- The teacher will facilitate a discussions about what this could mean and how we describing the length of their hand.
could begin the task of working out what the whole is (1000/1000 = 1m) and Students are able to place their
what one unit is (1/1000 = 1mm). hand in the correct position.
Daily Mathematics Focus - Students will be then divided into groups of three and asked to explain how the
Length teacher found this out and provide a unit for the fraction. Success criteria
Whole - Students will have access within the classroom to 30cm and 1m rulers.
Fraction - During points in time in the working out, the teacher can bring the attention of I am doing well if I am able to
Decimal the class to certain groups as they go through steps; identify and document what the
Thousandths - Discovering that the table is 1m in length, teacher is measuring in decimals.
10 parts of ... - Discovering the length of the teachers hand in mm,
- When students have begun to realise what is being shown, ask students to I am doing well if I can identify the
represent the fraction as a decimal and decide what would be a unit in the place length of my hand to the
value chart. thousandth and place it on a
- Following this task, students are asked to measure their hand in metres to 3 number line.
decimal places. They are to write who has the biggest hand and by how much,
Students are to trace the outside of their hand and cut it out.
- Students are brought to the floor and asked if they think they have the largest or
smallest hand. After finding those two lengths, the teacher will facilitate the
class in creating a number line to compare the lengths of their hands.
- Students are to then pin the outline of their hand in order from largest to
smallest.
EDMA360 Mathematics Teaching and Learning 2_2016 Melissa Kelly

- To summarise their learning, students are to revisit the brainstorm from the first
lesson. This time, they are to include as many facts in the outer section to
represent their learning throughout the unit.

DIFFERENTIATION TO CATER FOR DIVERSITY:

Enabling: Encourage students to measure the table first and ask them to break this into
tenths. Give them access to the decipipe, with units for 1/100, and a ruler to enable
them to find 1/1000.

Extending: Ask students to think about and list what the decimal would be if the whole
was not 1m but another length. 10cm? 1cm? 100m?

GROUPING:
Students will be grouped in mixed ability groups

PROMPTING QUESTIONS:
- How many parts of 1/100 makes 1/10? How can this be shown using a decipipe?
- What is the size of the whole that the hand is being compared to?
- How can we use/how have we previously used the place value chart to write decimals?

REFERENCES:

Brueckner, L. J. (1928). Analysis of Difficulties in Decimals. Elementary School Journal, 29, 32-41.

Foxman, D., Ruddock, G., Joffe, L., Mason, K., Mitchell, P & Sexton, B. (1985). A Review of Monitoring in Mathematics 1978 to 1982 (Vol. 1).
London: Dept of Ed. & Science.

Fuglestad, A. B. (1998). Computer Support for Diagnostic Teaching. A case of decimal numbers. Nordic Studies in Mathematics Education
(Nordisk Matematikk Didaktikk), 6(3-4), 25-50.

Kaur, H (2016, August 22). Teaching and learning of decimal fraction concepts: Lecture week 4 [PowerPoint slides]. Retrieved from
http://www.owlnet.rice.edu/ ~econ481/#ppt

Lortie-Forgues, H., Tian, J., & Siegler, R. S. (2015). Why is learning fraction and decimal arithmetic so difficult? Developmental Review, 38,
EDMA360 Mathematics Teaching and Learning 2_2016 Melissa Kelly

201221.

Moloney & Stacey, (1997). Understanding decimals. Australian Mathematics Teacher, 52(1), 4-8.

Resnick, L. B., Nesher, P., Leonard, F., Magone, M., Omanson, S., & Pelle, I. (1989). Conceptual bases of arithmetic errors: The case of decimal
fractions. Journal for Research in Mathematics Education, 20(1), 8-27.

Roche, A. & Clarke, D. M. (2006). When successful comparison of decimals doesnt tell the full story. In J. Novotna, H. Moraova, M. Kratka, & N.
Stehlikova (Eds.), 30th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 425432). Prague:
PME.

Skemp, R. R. (1976). Relational understanding and instrumental understanding. Teaching Mathematics, 77, 20-26.

Stacey, K (2005). Travelling the road to expertise: A longitudinal study of learning. In Chick, H. L. & Vincent, J. L. (Eds.). Proceedings of the 29 th
Conference of the International Group for the Psychology of Mathematics Education, Vol. 1, pp. 19-36. Melbourne: PME.

Steinle, V. (2004, December 3rd). Detection and remediation of decimal misconceptions. Paper presented at MAV Conference: Towards
Excellence in Mathematics, Melbourne. Retrieved from https://www.mav.vic.edu.au/files/conferences/2004/Steinle-formatted.pdf

Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2015). Elementary and middle school mathematics: Teaching developmentally (9th ed).
Boston, MA: Pearson.

Victorian Curriculum and Assessment Authority (2016). Mathematics Number and Algebra: Foundation Level 6. Retrieved from
http://victoriancurriculum.vcaa.vic.edu.au/mathematics/introduction/scope-and-sequence

Wright, V. (2004). DecimalsGetting the point. Paper presented at the Towards excellence in Mathematics: 2004 MAV Annual Conference,
Monash University, Clayton, 23 December 2004.

Wright, V., & Tjorpatzis, J. (2015). Whats the point? A unit of work on decimals with year 3 students. Australian Primary Mathematics Classroom,
20(1), 30-34.
EDMA360 Mathematics Teaching and Learning 2_2016 Melissa Kelly

APPENDICES:

APPENDIX A: Brainstorm template

EDMA360 Mathematics Teaching and Learning 2_2016 Melissa Kelly

Word

Symbol Collection