Preservice Teachers' Connection Between Procedural Knowledge and Conceptual Understanding of Decimal Operations Using Multiple Strategies

• In Event: Perceptions, Procedures, and Prospective Teachers: STEM Teacher Education

Abstract

This purpose of this study is to explore how preservice teachers (PTs)’ connect their procedural knowledge of decimal operations to their conceptual understanding using multiple strategies. 37 PTs were asked to complete the Decimal Knowledge Test and solved each operation in multiple ways. The results indicated that PTs showed a smooth transition from their procedural knowledge to their conceptual knowledge in decimal addition, subtraction, and multiplication involving a whole number; however, they made a difficult transition in solving operations with multiplication involving two decimals and two types of decimal division problems. Similarly, PTs demonstrated a very limited conceptual understanding in the operations of multiplication involving two decimals and two types of decimal divisions according to the Lesh Translation Model.

Authors

• Eunmi Joung, Utah Valley University

• Cheng-Yao Lin, Southern Illinois University

• Young Rae Kim, Texas A&M University - San Antonio