Provide explicit comparison of decimals, whole numbers, and fractions with correct and incorrect examples¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 2 studies (1 causal, 1 quant-synthesis), q3 · 0 of 2 report an effect size

Description¶

The authors suggest providing students with strategies for explicitly comparing and contrasting decimals, whole numbers, and fractions, with the goal of improving students' ability to reason about the size of numbers and fluidly transitioning from one rational number notation to another. This includes the inclusion of correct and incorrect examples to minimize potential whole number misconceptions.

Design Implications¶

Context¶

Requirements¶

• Instruction must include both correct and incorrect examples of rational number notation

Constraints¶

• Very little research exists on improving at-risk students' decimal magnitude understanding; tenability not yet assessed

Target Learners¶

• at-risk fourth-grade students

Target Learning Goals¶

• decimal magnitude understanding
• rational number reasoning

Claims¶

• Erroneous examples improve conceptual understanding by forcing comparison with correct models. [+M]

Related Strategies¶

• Embrace Errors as Learning Opportunities
• Incorporate extensive supports, scaffolds, and explicit strategies to minimize memory load during decimal magnitude assessment

Examples¶

-

Key Sources¶

• Malone Amelia S., Loehr Abbey M., Fuchs Lynn S. (2017). The Role of Domain-General Cognitive Abilities and Decimal Labels in At-Risk Fourth-Grade Students' Decimal Magnitude Understanding. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2017.05.007