To the right of the "decimal" point: Preservice teachers’ concepts of place value and multidigit structures

1994 ◽  
pp. 195-224 ◽  
Author(s):  
Rima Zazkis ◽  
Helen Khoury
Keyword(s):  
Preservice Teachers ◽  
Place Value ◽  
Decimal Point ◽  
The Right

Multiplication by 10 base-5: Making Sense of Place Value Structure Through an Alternate Base

2015 ◽  
Vol 3 (2) ◽  
pp. 83-98
Author(s):  
Jodi Fasteen ◽  
Kathleen Melhuish ◽  
Eva Thanheiser
Keyword(s):  
Preservice Teachers ◽  
Conceptual Understanding ◽  
Sense Of Place ◽  
Number System ◽  
Place Value ◽  
Mathematical Activity ◽  
Making Sense ◽  
Procedural Fluency ◽  
Whole Number

Prior research has shown that preservice teachers (PSTs) are able to demonstrate procedural fluency with whole number rules and operations, but struggle to explain why these procedures work. Alternate bases provide a context for building conceptual understanding for overly routine rules. In this study, we analyze how PSTs are able to make sense of multiplication by 10five in base five. PSTs' mathematical activity shifted from a procedurally based concatenated digits approach to an explanation based on the structure of the place value number system.

scholarly journals Preservice Physical Education Teachers’ Perceptions of Competence in Selecting Teaching Techniques: Teacher Training in Turkey

2020 ◽  
Vol 6 (1) ◽  
pp. 253
Author(s):  
Mehmet Yanık
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Perceived Competence ◽  
Physical Education Teachers ◽  
Teaching Techniques ◽  
Teachers Perceptions ◽  
Domain Specific ◽  
Level Of Significance ◽  
The Right ◽  
Data Frequency

The aim of this study was to examine preservice physical education teachers’ perceived competence in selecting teaching techniques according to certain variables. The research was designed as a descriptive study using a screening model. The study universe consisted of a total of 348 preservice physical education teachers studying in different departments. The “Scale of Preservice Teachers’ Perceived Competence in Selecting Teaching Techniques” was used as the data collection tool. For analysis of the data, frequency and percentage distribution, arithmetic mean, standard deviation, t-test and one-way analysis of variance values were used. The level of significance was taken as p < 0.05 for all tests. The results obtained in the study revealed that according to the evaluation of the scale score intervals, the participants’ mean scores (4.24±0.36) for perceptions of competence in selecting teaching techniques were high. According to the subdimensions, mean scores of 4.30±0.38 in the positive prediction subdimension and 4.11±0.39 in the negative prediction subdimension were obtained. No difference was found between groups according to the gender variable. According to the variable for type of department attended, it was seen that students in the coaching department who obtained the right to become teachers via certificate programmes had lower perception levels. Another finding of the study was that as grade level increased, participants’ levels of perceived competence increased. As a result of the research, recommendations are offered regarding the need for preservice teachers, from their selection onwards, to be educated with programmes which give priority to domain-specific practices, and for certificate programmes that grant the right to become a teacher through short-term training to be reviewed.

Introducing Mr. “0” and Mr. “Decimal Point”

1956 ◽  
Vol 3 (5) ◽  
pp. 210-211
Author(s):  
Richard Ernst
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Place Value ◽  
Decimal Point

PROBABLY THE BIGGEST problem that faces 7th grade teachers is to find some way to stimulate the pupils' interest as well as aid his learning of a subject. I was faced with this problem while intering in a junior high school. My directing teacher suggested I teach the unit on decimals. He warned me that 7th grade students were often afraid of decimals and as a result of this, interest was often low. I took this warning to heart and made up my mind to find a way to introduce the unit in such a manner as to create interest and also to teach place value and the use of the decimal point.

On My Mind: The Finger and the Moon

2007 ◽  
Vol 13 (3) ◽  
pp. 132-133
Author(s):  
Alfinio Flores
Keyword(s):  
Place Value ◽  
Decimal Point ◽  
The Moon

A Tanzanian proverb reads, “I pointed out to you the moon, and all you saw was the tip of my finger.” This proverb came to mind as I was looking at cases of students working with decimals and the difficulties they were having (Barnett, Goldenstein, and Jackson 1994). It dawned on me that part of the difficulty is that we use the decimal point as a pointer to indicate the place value of the digits around it and that many students focus on the finger (the decimal point) and not the moon (the place value).

The need for a fundamental shift in the Saudi education system: Implementing the Saudi Arabian economic vision 2030

2019 ◽  
Vol 106 (1) ◽  
pp. 22-40
Author(s):  
Alhasan Allmnakrah ◽  
Colin Evers
Keyword(s):  
Preservice Teachers ◽  
Saudi Arabia ◽  
Education System ◽  
Development Project ◽  
Education Development ◽  
Positive Role ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
Vision 2030 ◽  
The Right

To put Saudi's Economic Vision 2030 (or Vision 2030) into practice, Saudi Arabia has to reform its education system. To this end, King Abdullah's Education Development Project (hereafter the Tatweer project (Note: Tatweer, as it is known in Arabic)) of 2007–2013 has mandated an educational reform package, which focuses on a broad range of improvements, including enhancing schools' teaching methods and strategies. Hence, this paper argues that to diversify its economy and income away from a strictly oil-producing export country, Saudi Arabia requires an educated citizenry, trained in several disciplines, and students who have the necessary skills for progressing toward a knowledge-based economy. To achieve this, in-service and preservice teachers need to be trained in innovative ways, including listening to their voices and assessing what Saudi teachers require in order to play a positive role in contributing to the achievement the goals outlined in the Vision 2030. This research paper, hence, aims to shed some light into the implantation of Saudi 2030 vision and its direct link to in-service and preservice teachers who must be equipped with the right necessary critical teaching tools. The paper sees teacher voices, teacher training, and the development of strategies such as critical thinking as being essential for future success toward a shift in the Saudi education system vis-à-vis Saudi 2030 vision.

Scientific Literature and the Classification of the Sciences

1958 ◽  
Vol 2 (19) ◽  
pp. 89-93
Author(s):  
H. D. Anthony
Keyword(s):  
Subject Matter ◽  
Scientific Literature ◽  
Decimal Point ◽  
Natural Evolution ◽  
Mechanical Process ◽  
Decimal System ◽  
Word Classification ◽  
The Subject ◽  
The Right

The word “classification” is used here in its sense of “the result of classifying” rather than the action of so doing. Since the resulting classification has special reference to the subject-matter of science as a whole, it is natural to turn to the scientific literature of various periods for an indication of how this classification has been developed. For sake of comparison, reference may be made to one of the modern systems of library classification. In the Dewey Decimal System the numbers 550 to 559 are allotted to Geology and 560 to 569 to Palaeontology. By placing numbers to the right of the decimal point, further sub-divisions may be made, for example, 560·942 is classed as Palaeon-tology of England. Thus a number is available for every reasonable demand of classification. The present purpose is to trace the natural evolution of the various branches of science, in contrast to the mechanical process of providing a classification of scientific literature for ease of reference. An example may make this distinction clearer.

Note on the Teaching of “Ragged Decimals”

1958 ◽  
Vol 5 (3) ◽  
pp. 149-151
Author(s):  
Harry E. Benz
Keyword(s):  
Decimal Point ◽  
Decimal Fractions ◽  
The Right

The purpose of this paper is to raise certain questions regarding the almost unanimous condemnation of the teaching of the addition of decimal fractions with the aid of practice material which contains examples in which not all the addends contain the same number of digits on the right of the decimal point. Such addition examples are often referred to as “ragged decimals.” In this discussion we shall overlook the fact that it is not the numbers themselves, but the columns which are “ragged,” and we shall use the commonly accepted term to refer to such examples.

Hamlinite, Florencite Plumbogummite (Hitchcockite), Beudantite and Svanbergite, as members of a natural group of minerals

1900 ◽  
Vol 12 (57) ◽  
pp. 249-254 ◽  
Author(s):  
G. T. Prior
Keyword(s):  
Chemical Analysis ◽  
Chemical Separation ◽  
Decimal Point ◽  
Pure Material ◽  
Natural Group ◽  
Degree Of Exactness ◽  
The Right

In mineralogical literature there appears to be a tendency to overestimate the degree of exactness attainable in the chemical analysis of minerals. When it is considered how impossible in the majority of eases it is to obtain absolutely pure material for analysis, and how imperfect even in these days are some of the methods of chemical separation employed, for the determination of a formula any great reliance in the figures to the right of the decimal point in the percentages obtained is scarcely justified in the case of analyses made on small amounts (less than half a gram) of material.

Secondary School Teacher Preparation in the Age of Inclusive Education

2021 ◽  
pp. 1098-1110
Author(s):  
Emmanuel Adjei-Boateng ◽  
Joseph Ezale Cobbinah
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Inclusive Education ◽  
School Teacher ◽  
Educational Experiences ◽  
Teacher Education Programs ◽  
Secondary Teacher ◽  
Education Programs ◽  
Secondary Teacher Education ◽  
The Right

All students have the right to quality educational experiences that is inclusive. For this to become a reality, there is a need to have teachers who respect and appreciate diversity and are capable creating inclusive educational experiences that support diverse students learning need. This chapter attempts to look at how secondary teacher education programs can prepare preservice teachers who understand diversity and are capable of integrating inclusive education strategies in their teaching. It examines how inclusive education can become an integral part of the processes and procedure involved in secondary teacher education programs.

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