Abstract: This paper describes features of a group of misconceptions about decimal notation that lead to students selecting as larger, decimals that look smaller. A longitudinal study identified approximately 900 students from a variety of schools who exhibited these misconceptions and whose subsequent progress could be traced. The data demonstrates that the progress that students makes depends to a certain extent both on the nature of their misconceptions and the grade at which the misconception is held. Such phenomena could be expected to hold for misconceptions in other topics.
Steinle, V., & Stacey, K. (2004b). Persistence of decimal misconceptions and readiness to move to expertise. In M.J. Hoines & A.B. Fuglestad (Eds.), Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 225 - 232). Bergen, Norway: PME.