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Relevant bibliographies by topics / Decimal fractions

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Dissertations / Theses

Academic literature on the topic 'Decimal fractions'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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Dissertations / Theses on the topic "Decimal fractions"

1

Guyton, Pamela J. "Using communication techniques in the low-performing mathematics classroom a study of fractions, decimals, performance and attitudes /." Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002146.

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2

Steinle, Vicki. "Changes with age in students' misconceptions of decimal numbers /." Connect to thesis, 2004. http://eprints.unimelb.edu.au/archive/00001531.

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3

Schmid, Gail Raymond. "Linking procedural and conceptual understanding of decimals through research based instruction /." View abstract, 1999. http://library.ctstateu.edu/ccsu%5Ftheses/1546.html.

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Thesis (M.S.)--Central Connecticut State University, 1999.<br>Thesis advisor: Dr. Philip Halloran. " ... in partial fulfillment of the requirements for the degree of Master of Science [in Mathematics]." Includes bibliographical references (leaves 74-75).

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4

Valera, Alcir Rojas [UNESP]. "Uso social e escolar dos números racionais: representação fracionária e decimal." Universidade Estadual Paulista (UNESP), 2003. http://hdl.handle.net/11449/90210.

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Made available in DSpace on 2014-06-11T19:24:21Z (GMT). No. of bitstreams: 0 Previous issue date: 2003Bitstream added on 2014-06-13T18:52:14Z : No. of bitstreams: 1 valera_ar_me_mar.pdf: 594283 bytes, checksum: 7fa747413b18f73739f058ca4ea1146e (MD5)<br>Os números racionais apresentam-se como conteúdo que os alunos do Ensino Fundamental e Médio têm dificuldades para aprender. Parte dessas dificuldades decorre da diferença instituída entre o uso cotidiano dos números racionais pelo aluno e a maneira como são ensinados na escola e, também pelo desconhecimento, por parte da escola, da multiplici

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5

Irwin, Kathryn Cressey. "Using context to enhance students' understanding of decimal fractions." Thesis, University of Auckland, 1997. http://wwwlib.umi.com/dissertations/fullcit/9733788.

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A total of 84 students from a lower economic area, aged 8 to 14, were interviewed about their understanding of decimal fractions. Results showed that most students could give a context in which they saw decimal fractions outside of school. The vast majority could draw a diagram of how a cake or field could be divided equally among 10 or 100 people. However, few students under 14 could give either decimal fraction symbols or common fraction symbols to represent these divisions. Less than half of the students at ages 10, 11 and 12 could visualize what might come between 0 and 1. About half of th

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Valera, Alcir Rojas. "Uso social e escolar dos números racionais : representação fracionária e decimal /." Marília : [s.n.], 2003. http://hdl.handle.net/11449/90210.

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Orientador: Vinício de Macedo Santos<br>Banca: Célia Maria Carolino Pires<br>Banca: José Carlos Miguel<br>Abstract: The rational numbers are shown as a subject that the students of the Elementary and High School have difficulties to learn. Some of these difficulties are due to the difference established between the daily use of the rational numbers by the student and the way it is taught at the school and, also for the ignorance, on the part of the school, of the multiplicity of their meanings. While the social use is centered in the decimal form, the school use lies more on the fractional for

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7

Wong, Monica May Dze. "Assessing students' knowledge and conceptual understanding of fraction equivalence." Thesis, The University of Sydney, 2009. https://hdl.handle.net/2123/26036.

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Teachers recognise that many students of all ages experience difficulties understanding fractions, especially fraction equivalence. These students often resort to the application of procedures without understanding or invent their own based on their misconceptions. To advance students’ learning with understanding, teachers must gain insight into student thinking. By knowing what students can and can’t do, teachers can adjust their instruction by focusing tasks and lessons on particular areas of concern. Considerable research into fraction understanding was undertaken during the 1980’s. Few if

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8

Bruwer, Tertius F. "Wanbegrippe ten opsigte van bewerkings met desimale breuke." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50545.

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Thesis (MEd)--University of Stellenbosch, 2005.<br>ENGLISH ABSTRACT: Research shows that misconceptions about calculations develop in many classrooms without being noticed and these are not corrected by repeated routine exercises. The misconceptions formed are at times the result of inappropriate models used to solve problems. An even bigger concern is that these particular models sometimes provide the correct answers by accident. This may result in the learner's belief in the models being reinforced, as described by Swan (n.d.). The aim of this study is to identify the misconceptions r

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9

Lima, Claudio Woerle [UNESP]. "Representações dos números racionais e a medição de segmentos: possibilidades com tecnologias informáticas." Universidade Estadual Paulista (UNESP), 2010. http://hdl.handle.net/11449/91103.

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Made available in DSpace on 2014-06-11T19:24:54Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-04-01Bitstream added on 2014-06-13T20:13:19Z : No. of bitstreams: 1 lima_cw_me_rcla.pdf: 3093037 bytes, checksum: 82ceff562d5a32cc23b45ec23e51ab60 (MD5)<br>See-Sp<br>Essa pesquisa investiga as contribuições que a exploração dos números racionais como medidas de segmentos, em um programa de geometria dinâmica, podem trazer ao entendimento de frações, decimais e da reta numérica entre outras representações dos racionais. A pesquisa se fundamenta em evidências históricas e resultados de pesqui

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10

Booker, George. "Moving from Diagnosis to Intervention in Numeracy - turning mathematical dreams into reality." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82356.

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