Preservice Teachers' Error Patterns in Multiplying and Dividing Decimals

• In Event: Researching In-Service and Preservice Teachers' Mathematics Knowledge and Practice

Abstract

The CCSSM (2010) has placed an emphasis on students’ decimal understanding over the last 10 years. It is unclear whether these recommendations have been well-implemented in math classrooms. The purpose of this paper is to report on an investigation of preservice teachers(PTs)’ error patterns in multiplying and dividing decimals. 37 PTs were asked to complete four decimal multiplication and division problems. Results indicated that four types of error patterns could be detected: Misunderstanding of the place value, misunderstanding of mathematical equivalence, arithmetic errors, and reversing the positions of divisor and dividend. Most PTs appeared to have concept-based errors, showing a lack of understanding of place value and limited knowledge on the definition of decimals and the meaning of equality.

Authors

• Eunmi Joung, Utah Valley University

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