Grade-Related Trends in the Prevalence and Persistence of Decimal Misconceptions.
作者： Vicki Steinle , Kaye Stacey
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摘要: Over a period of about 3 years, 3204 students in Grades 4 to 10 completed 9862 tests identify and track their interpretation decimal notation. Analysis the longitudinal data demonstrates that different misconceptions persist among degrees patterns across grades. Estimating prevalence is complex due nature data. Best estimates are provided grade prevalences proportions affected during schooling.
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