Publication Date

2014

Abstract

Mathematics educators have had a long standing interest in students’ understanding of decimal numbers. Most studies of students’ understanding of decimals have been conducted within Western cultural settings. The present study sought to gain insight into Chinese Hong Kong students’ and regional Australian students’ general performance on a variety of decimals tasks and to investigate students’ error patterns.

School/Institute

School of Education

Document Type

Open Access Journal Article

Access Rights

Open Access

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