Work supported by ERDF–FEDER and the Castilla-La Mancha Regional Administration under grant SBPLY/19/180501/000278

Arnau, David

González-Calero, José Antonio

Mínguez-Pardo, Rocío

Olmo-Muñoz, Javier del

English

Repositorio Institucional de la Universidad de Alicante

  4 - 377  2022. In C. Fernández, S. Llinares, A. Gutiérrez, & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, p. 377). PME. ERROR-BASED TEACHING TO IMPROVE PRIMARY SCHOOL STUDENTS’ UNDERSTANDING OF DECIMAL NUMBERS  Rocío Mínguez-Pardo1, José Antonio González-Calero1, Javier del Olmo-Muñoz1, and David Arnau2 University of Castilla-La Mancha1, University of Valencia2  Misconceptions about decimals usually persist over students’ learning process, and, in addition, these errors use to be systematic and common (Durking, 2012). Erroneous examples (EE) during the teaching of decimals can be helpful for students to remedy their misconceptions and improve comprehension, as students have to find, solve and explain the errors encountered (Siegler, 2002).  A pretest–post-test experimental study is designed to examine the effectiveness of EE in the learning of decimals compared to correct examples (CE). On-site pre- and post-tests will be sat to assess students’ knowledge before and after the intervention, which consists of 15-minute sessions that participants will complete at home through an online platform. Participants will be randomly assigned either to the experimental (EG) or control group (CG). In the sessions, students will visualize correct examples (in the CG) or erroneous examples (in the EG) before solving decimal tasks. In the pre- and post-tests, we will use an instrument to measure students’ understanding of decimal numbers based on a validated test (Durking, 2012), which addresses three types of misconceptions (whole number, role of zero and fraction) and consists of four different kinds of tasks (e.g., comparison of two decimals). A preliminary pilot study with sixth-grade students was conducted to identify the most prevalent misconceptions, on which to design intervention sessions. Although participants had already completed the unit devoted to decimals in their schools, some tasks continued to be challenging for several students. In particular, tasks involving the identification and placement of numbers on the number line and the comparison of decimals were more prone to the commission of errors. Acknowledgements Work supported by ERDF–FEDER and the Castilla-La Mancha Regional Administration under grant SBPLY/19/180501/000278.  References Durking, K. (2012). The effectiveness of incorrect examples and comparison when learning about decimal magnitude. Vanderbilt University.  Siegler, R. S. (2002). Microgenetic studies of self-explanation. In N. Granott & J. Parziale (Eds.), Microdevelopment transition processes in development and learning (pp. 31-58). Cambridge University Press   

Error-based teaching to improve primary school students’ understanding of decimal numbers

http://rua.ua.es/dspace/bitstream/10045/127123/1/proceedings-pme45-vol4-230.pdf

Error-based teaching to improve primary school students’ understanding of decimal numbers

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