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Research from which this resource is derived |
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Other references including early research |
Research from which this resource is derived (most recent first)
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Stacey, K. (2005). Travelling the road to expertise: A longitudinal study of learning. In Chick, H. L. & Vincent, J. L. (Eds.), Proceedings of the 29th Conference of the International
Group for the Psychology of Mathematics Education (Vol. 1, pp. 19-36). Melbourne: PME. | Abstract | Full-Text | Powerpoint | |
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Steinle, V. (2004). Changes with Age in Students’ Misconceptions of Decimal Numbers. Unpublished doctoral thesis, University of Melbourne. |
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Steinle, V. (2004). Detection and Remediation of Decimal Misconceptions. In B. Tadich, S. Tobias, C. Brew, B. Beatty, & P. Sullivan (Eds.), Towards Excellence in Mathematics (pp. 460-478). Brunswick: The Mathematical Association of Victoria. | Abstract | Full-Text | Powerpoint | |
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Steinle, V., & Stacey, K. (2004a). A longitudinal study of students' understanding of decimal notation: An overview and refined results. In I. Putt, R. Faragher & M. McLean (Eds.), Proceedings of the 27th Annual Conference of the Mathematics Education Research Group of Australasia (Vol. 2, pp. 541-48). Townsville: MERGA. | Abstract | |
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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. | Abstract | |
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Stacey, K., Sonenberg, E., Nicholson, A., Boneh, T., & Steinle, V. (2003). A teaching model exploiting cognitive conflict driven by a Bayesian network. In P. Brusilovsky, A. T. Corbett, and F. De Rosis (Eds.), Lecture Notes in Artificial Intelligence (Ninth International Conference on User Modeling UM2003) 2702/2003, 352–362. Springer-Verlag, Heidelberg. | Abstract | |
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Steinle, V., & Stacey, K. (2003a). Grade-related trends in the prevalence and persistence of decimal misconceptions. In N.A. Pateman, B.J. Dougherty & J. Zilliox (Eds.), Proceedings of the 27th Conference of the International Group for the Psychology of Mathematics Education, (Vol. 4, pp. 259-266). Honolulu: PME. |
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Steinle, V., & Stacey, K. (2002). Further evidence of conceptual difficulties with decimal notation. In B. Barton, K. Irwin, M. Pfannkuch & M. Thomas (Eds.), Proceedings of the 25th annual conference of the Mathematics Education Research Group of Australasia (Vol. 2, pp. 633-640). Auckland: MERGA. | Abstract | |
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Stacey, K., Helme, S., Archer, S., & Condon, C. (2001). The effect of epistemic fidelity and accessibility on teaching with physical materials: A comparison of two models for teaching decimal numeration. Educational Studies in Mathematics. 47, 199-221. | Abstract | |
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Stacey, K., Helme, S., & Steinle, V. (2001). Confusions between decimals, fractions and negative numbers: A consequence of the mirror as a conceptual metaphor in three different ways. In M. v. d. Heuvel-Panhuizen (Ed.), Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 217-224). Utrecht: PME. (Included here with permission). | Abstract | Full-Text | |
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Stacey, K., Helme, S., Steinle, V., Baturo, A., Irwin, K., & Bana, J. (2001). Preservice Teachers' Knowledge of Difficulties in Decimal Numeration. Journal of Mathematics Teacher Education, 4(3), 205-225. | Abstract | |
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Steinle, V., & Stacey, K. (2001). Visible and invisible zeros: Sources of confusion in decimal notation. In J. Bobis, B. Perry & M. Mitchelmore (Eds.), Numeracy and Beyond. Proceedings of the 24th Annual Conference of the Mathematics Education Research Group of Australasia (Vol. 2, pp. 434-441). Sydney: MERGA. | Abstract | |
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Helme, S., & Stacey, K. (2000a). Can minimal support for teachers make a difference to students' understanding of decimals? Mathematics Teacher Education and Development. 2, 105 - 120. (Included here with permission). | Abstract | Full-Text | |
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Steinle, V., & Stacey, K. (1998a). Students and decimal notation: Do they see what we see? In J. Gough & J. Mousley (Eds.), 35th Annual Conference of the Mathematics Association of Victoria (Vol. 1, pp. 415-422). Melbourne: MAV. (Included here with permission). | Abstract | Full-Text | |
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Stacey, K., & Steinle, V. (1999b). Understanding decimals: The path to expertise. In J. M. Truran & K. M. Truran (Eds.), Making the difference. Proceedings of the 22nd Annual Conference of the Mathematics Education Research Group of Australasia (pp. 446-453). Adelaide: MERGA. |
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Stacey, K., & Steinle, V. (2005). Relative risk analysis of educational data. In P. Clarkson, A. Downton, D. Gronn, M. Horne, A. McDonough, R. Pierce & A. Roche (Eds.), Building Connections: Research, theory and practice. Proceedings of the 28th Annual Conference of the Mathematics Education Research Group of Australasia, (Vol. 2, pp. 696-703). Melbourne: MERGA. | Abstract | |
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Steinle, V., & Stacey, K. (1998b). The incidence of misconceptions of decimal notation amongst students in Grades 5 to 10. In C. Kanes, M. Goos, & E. Warren (Eds.), Teaching Mathematics in New Times. Proceedings of the 21st Annual Conference of the Mathematics Education Research Group of Australasia (Vol. 2, pp. 548-555). Gold Coast, Australia: MERGA. (Included here with permission). |
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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. | Abstract | |
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