 |
| |
You are using the online sample of the Teaching and Learning about Decimals CDROM.
Not all linked pages are accessible in this version. For further information about the
complete CDROM please
click here.
References
 |
Archer, S. & Condon, C (1999)
Linear arithmetic blocks: A concrete model for teaching decimals,
Department of Science and Mathematics Education, University
of Melbourne. |
 |
Asp, G., Chambers, D., Scott, N.,
Stacey, K. & Steinle, V. (1997). Using
Multimedia for the Teaching of Decimal Notation. In Clarke,
D., Clarkson, P., Gronn, D., Horne, M. MacKinlay, M. & McDonough,
A. (Eds) Mathematics- Imagine the Possibilities. Proceedings
of the Thirty-fourth Annual Conference o f the Mathematical
Association of Victoria. (pp 60 - 67) Melbourne: Mathematical
Association of Victoria.(Included here with permission) |
 |
Australian Council for Educational
Research (ACER) (1964). Primary School Mathematics: Report
of a Conference of Curriculum Officers of State Education Departments.
Held at Melbourne 16-20 March, 1964. Hawthorn, Vic: ACER |
 |
Ball, D. (1992) Manipulatives and
the reform of math education, American Educator, Summer,
14-18, 46-47. |
 |
Baturo, A. & Cooper, T (1997).
Reunitising Hundredths: Prototypic and Non-prototypic Representations.
In E. Pehkonen (Ed.) Proceedings of the 21st Conference of
the International Group for the Psychology of Mathematics Education.
(PP 2-57 - 2-64) Lahti, Finland: PME. |
 |
Behr, M., Harel, G., Post, T. &
Lesh, R. (1992). Rational number, ratio and proportion. In D.
Grouws (Ed.) Handbook of research on mathematics teaching
and learning. (PP 296-333). New York: MacMillan |
 |
Bell, A. W., Costello, J., &
Kuchemann, D.E. (1983). A Review of Research in Mathematical
Education, Part A. Windsor, Berks.: NFER-Nelson. |
 |
Board of Studies (1995). Curriculum
and Standards Framework (Mathematics). Melbourne, Board
of Studies (Victoria). |
 |
Booker, G., Bond, D., Briggs, J.
& Davey, G. (1997). Teaching Primary Mathematics,
Melbourne: Longman. |
 |
Brown, M. (1981). Place Value and
Decimals. In K. Hart (Ed.) Children's Understanding of Mathematics,
11-16 (pp. 48-65). London: John Murray. |
 |
Carpenter, T., Corbitt, M., Kepner,
H., Lindquist, M. & Reys, R. (1981). Decimals: Results and
Implications from National assessment. Arithmetic Teacher,
April, 34-37. |
 |
Cheeseman, J. (1994). Making Sense
of Decimals- How Can Calculators Help? In Cathy Beesey, Duncan
Rasmussen. (Eds) Mathematics Without Limits, MAV 94.
pp169-172. Mathematics Association of Victoria. |
 |
Condon, C. & Hinton,
S. (1999) Decimal Dilemmas, Australian Primary Mathematics
Classroom, 4 (3), 26 - 31. |
 |
Condon, C. and Archer, S. (1999)
Lesson ideas and activities for teaching decimals, Department
of Science and Mathematics Education, University of Melbourne. |
 |
Courant, R. and Robbins. H. (1996)
What is Mathematics? An elementary approach to ideas
and methods.(2nd edition, revised by Ian Stewart) London: Oxford
University Press. |
 |
Dantzig, T.(1954) Number, the
Language of Science; a critical survey written for the cultured
non-mathematician. New York: Macmillan. |
 |
English, L. & Halford, G. (1995)
Mathematics Education: Models and Processes. Mahwah,
NJ: Lawrence Erlbaum |
 |
Graeber, A., & Johnson, M. (Eds)
(1991). Insights into Secondary School Students' Understanding
of Mathematics. College Park, University of Maryland, MD. |
 |
Grossman, A. S. (1983). Decimal
Notation: An Important Research Finding. Arithmetic Teacher,
30, 32-33. |
 |
Hart, K. (Ed.), Children's Understanding
of Mathematics: 11-16. London: John Murray. |
 |
Hayes, R,L. (1998). Teaching
Negative Number Operations. Doctor of Education Thesis,
University of Melbourne. |
 |
Helme, S. & Stacey, K. (2000a)
Improved Decimal Understanding: Can Targetted Resources Make
a Difference. In J. Bana & A. Chapman (Eds) Mathematics
education beyond 2000. (Proceedings of the 23rd annual conference
of the Mathematics Education Research Group of Australasia,
pp 299-306). Fremantle: MERGA |
 |
Helme, S. & Stacey, K. (2000b)
Can minimal support for
teachers make a difference to students' understanding of decimals?
Mathematics Teacher Education and Development. Vol 2,
105 - 120. (Included here with permission) |
 |
Hiebert, J. (1984). Children's Mathematical
Learning: The Struggle to Link Form and Understanding. Elementary
School Journal, 84(5), 497-513. |
 |
Hiebert, J. (1985). Children's Knowledge
of Common and Decimal Fractions. Education and Urban Society,
17(4), 427-437. |
 |
Hiebert, J., Wearne, D. and Taber,
S. (1991) Fourth Graders' Gradual Construction of Decimal Fractions
during Instruction Using Different Physical Representations,
The Elementary School Journal, 91 (4), 321-341. |
 |
Irwin, K. (1996) Making Sense of
Decimals. In J. Mulligan & M. Mitchelmore (Eds) Children's
Number Learning. (pp 243 - 257) Adelaide: Australian Association
of Mathematics Teachers. |
 |
Irwin, K. (1997). What Conflicts
Help Students Learn About Decimals? In F. Biddulph & K.
Carr (Eds.), Proceedings of Twentieth Annual Conference of
the Mathematics Education Research Group of Australasia (pp.
247-254). University of Waikato: MERGA. |
 |
Lokan, J., Ford , P. and Greenwood,
L. (1996) Maths and Science on the Line. Australian Junior
Secondary Students' Performance in the Third International Mathematics
and Science Study. Australian Council for Educational Research:
Melbourne. |
 |
Lokan, J. , Ford , P. and Greenwood,
L. (1997) Maths and Science on the Line. Australian Middle
Primary Students' Performance in the Third International Mathematics
and Science Study. Australian Council for Educational Research:
Melbourne. |
 |
MacGregor M. & Moore R (1991)
Teaching Mathematics in the Muticultural Classroom. Melbourne:
University of Melbourne. Available from Australian Association
of Mathematics Teachers. |
 |
Marston, K. & Stacey, K. (2001)
Foundations for Teaching Arithmetic (CD-ROM) Melbourne:
University of Melbourne, Department of Science and Mathematics
Education. |
 |
Moloney, K. & Stacey, K. (1996).
Understanding Decimals. The Australian Mathematics Teacher,
52(1), 4-8. |
 |
Moloney, K. & Stacey, K. (1997).
Changes with Age in Students' Conceptions of Decimal Notation.
Mathematics Education Research Journal, 9(1), 25-38. |
 |
Moloney, K. (1994). The Evolution
of Concepts of Decimals in Primary and Secondary Students,
Unpublished Master of Education Thesis, University of Melbourne. |
 |
Mullis, I., Martin, M., Beaton,
A., Gonzalez, E., Kelly D. & Smith, T. (1997) Mathematics
Achievement in the Primary School Years. Boston: CSTEEP,
Boston College. |
 |
Nesher, P. & Peled, I. (1986).
Shifts In Reasoning: The Case of Extending Number Concepts.
Educational Studies In Mathematics, 17, 67-79. |
 |
Resnick, L. B., Nesher, P., Leonard,
F., Magone, M., Omanson, S., Peled, I. (1989). Conceptual Bases
of Arithmetic Errors: The Case of Decimal Fractions. Journal
for Research in Mathematics Education, 20(1), 8-27. |
 |
Sackur-Grisvard, C. & Leonard,
F. (1985). Intermediate Cognitive Organizations in the Process
of Learning a Mathematical Concept: The Order of Positive Decimal
Numbers, Cognition and Instruction, 2, (2), 157-174. |
 |
Stacey, K., Helme, S. & Steinle,
V. (2001) Confusions between decimals,
fractions and negative numbers: A consequence of the mirror
as a conceptual metaphor in three different ways. In Marja
van den Heuvel-Panhuizen (Ed) Proceedings of the 25th Conference
of the International Group for the Psychology of Mathematics
Education. Vol 4. (pp217 - 224). Utrecht: PME.(Included
here with permission) |
 |
Stacey, K., Helme, S., Archer, S
& Condon, C (2001a) The effect of epistemic fidelity and
accessibility on teaching with physical materials: A comparison
of two models for teaching decimal numeration. Educational
Studies in Mathematics. 47, 199-221. |
 |
Stacey, K. & Steinle, V. (1998)
Refining the Classification of Students' Interpretations of
Decimal Notation. Hiroshima Journal of Mathematics Education,
6, 49-70. |
 |
Stacey, K., Steinle, V. & Moloney,
K. (1998) Students' Understanding
of Decimals: An Overview. |
 |
Stacey, K. & Steinle, V. (1999)
A Longitudinal Study of Children's
Thinking about decimals: A preliminary Analysis. In O. Zaslavsky
(ed.), Proceedings of the 23rd Conference of the International
Group for the Psychology of Mathematics Education, Haifa,
Israel. (Included here with permission) |
 |
Steinle, V. & Stacey, K. (1998).
The incidence of misconceptions
of decimal notation amongst students in Grades 5 to 10.
In Clive Kanes, Merrilyn Goos, Elizabeth Warren. (Eds). Teaching
Mathematics in New Times, MERGA 21. Volume 2, pp548-555.
Mathematics Education Research Group of Australasia. (Included
here with permission) |
 |
Steinle, V. & Stacey,
K. (1998). Students and
Decimal Notation: Do they see what we see? In J.Gough &
J. Mousley (Eds). Exploring All Angles. Proceedings of
the Thirty-fifth Annual Conference of the Mathematical Association
of Victoria, 415-422. Brunswick, Vic. The Mathematical Association
of Victoria. ISBN 1 876038 72 9 (Included here with permission) |
 |
Swan, M. (1983a) The Meaning
and Use of Decimals (Pilot edition). Nottingham: Shell Centre
for Mathematical Education. |
 |
Swan, M. (1983b). Teaching Decimal
Place Value: A Comparative Study of "Conflict" and "Positive
only" Approaches. Nottingham: Shell Centre for Mathematics
Education. |
 |
Thompson, P. (1992) Notations, conventions,
and constraints: Contributions to effective uses of concrete
materials in elementary mathematics, Journal for Research
in Mathematics Education, 23 (2), 123-147. |
 |
Tromp, C. (1999) Number Between:
making a game of decimal numbers, Australian Primary Mathematics
Classroom, 4 (3), 9 - 11. |
|
|