期刊名称：International Journal for Mathematics Teaching and Learning
电子版ISSN：1473-0111
出版年度：2012
出版社：Centre for Innovation in Mathematics Teaching
摘要：The main aim of this paper is to report on an investigation into primary pre-service and in-service teachers’ content knowledge of decimals. The participants were asked to complete four decimal tasks including the ordering of decimals, operating with decimals and converting a fraction to a decimal. The findings indicated a reliance on formal procedures and that incorrect responses indicated a fundamental lack of understanding of place value
