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Tracking Decimal Misconceptions: Strategic Instructional Choices

Linda B. Griffin
Teaching Children Mathematics
Vol. 22, No. 8 (April 2016), pp. 488-494
DOI: 10.5951/teacchilmath.22.8.0488
Stable URL: http://www.jstor.org/stable/10.5951/teacchilmath.22.8.0488
Page Count: 8
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Tracking Decimal Misconceptions: Strategic Instructional Choices
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Abstract

Strategic instructional choices can simultaneously address common decimal misconceptions and help students race toward decimal understanding.

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