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Pre-Service Middle School Mathematics Teachers' Understanding of Students' Knowledge: Location of Decimal Numbers on a Number Line
ARTICLE

## Dilek Girit, Didem Akyuz

IJEMST Volume 4, Number 2,

## Abstract

Studies reveal that students as well as teachers have difficulties in understanding and learning of decimals. The purpose of this study is to investigate students' as well as pre-service teachers' solution strategies when solving a question that involves an estimation task for the value of a decimal number on the number line. We also examined the pre-service teachers' anticipation of students' misconceptions and difficulties for the given task. To conduct our analysis, we conducted interviews with three 5th and three 6th grade students, and eight pre-service teachers. During the interviews we asked them to solve the question and explain their solution strategies. The findings of the study indicate that students and pre-service teachers approach this problem in different ways. However, both groups have a tendency to think of decimals successively and indicate precise answers rather than specifying a range of possible values. We also observed the pre-service teachers could only partially anticipate the misconceptions and difficulties faced by the students.

## Citation

Girit, D. & Akyuz, D. (2016). Pre-Service Middle School Mathematics Teachers' Understanding of Students' Knowledge: Location of Decimal Numbers on a Number Line. International Journal of Education in Mathematics, Science and Technology, 4(2), 84-100. Retrieved August 19, 2019 from https://www.learntechlib.org/p/175795/.

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### Keywords

- Arithmetic
- case studies
- Comparative Analysis
- Data Analysis
- Foreign Countries
- Grade 5
- Grade 6
- Interviews
- Knowledge Level
- Mathematics Skills
- Mathematics Teachers
- Middle School Students
- Middle School Teachers
- Misconceptions
- Number Concepts
- Numeracy
- preservice teachers
- problem solving
- Qualitative Research
- Student Teacher Attitudes
- Teacher Expectations of Students

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