Abstract: This paper analyses in detail 3531 tests involving 24 decimal comparison items, to establish the homogeneity of items and to identify items that throw additional light on students’ thinking about decimals. The analysis confirms the dominance of ways of thinking previously identified, but it also provides evidence for new variations and combinations. Two features (involving only hundredths and being greater than one) explain variation in facility within the item sets. The features suggest particular teaching to target student needs.
Steinle, V., & Stacey, K. (2003b). Exploring the right, probing questions to uncover decimal misconceptions. In L. Bragg, C. Campbell, G. Herbert & J. Mousley (Eds.), Proceedings of the 26th annual conference of the Mathematics Education Research Group of Australasia (Vol. 2, pp. 634-641). Geelong : MERGA.