Capturing Students' Conceptual Change When Exploring Decimals through Dynamic Digital Representations

Abstract

Decimals are of great significance in the primary mathematics curriculum due to their application and use in everyday life. The purpose of this study was to investigate the effectiveness of certain dynamic digital representations in developing students’ knowledge of decimal fractions. Task-based interviews were used with six Year 4 (9-10 years old) students, that incorporated four different dynamic digital representations of decimals. Data collected via video-audio recordings were used to detect shifts in students’ attention while using the digital representations. Attention shifts were analysed using microgenetic methods to determine conceptual changes over time. Findings uncovered specific features of the digital representations that generated productive cognitive con-fusion which prompted changes in students’ understanding of decimal fractions. The unique affordances of each digital tool offered students opportunities to dynamically explore decimal concepts and could be used to enrich the teaching of decimals within the primary mathematics classroom.