Changing Structures of Attention When Learning About Decimal Fractions with Digital Tools

Bibliographic Data

ID22047017
AuthorsAmelia Gorman (0009-0006-2021-8551, The University of Sydney, corresponding author), Jennifer Way (0000-0002-8731-0612, The University of Sydney), Janette Bobis (0000-0001-7733-287X, The University of Sydney)
Year2025
Volume15
Issue11
Pages1453
Publication date2025-11-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci15111453
OpenAlexW4415812953
LanguageEN
References cited36

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 confusion that prompted changes in students’ understanding of decimal fractions. The unique affordances of each digital tool offered students opportunities to dynamically explore decimal concepts, and the digital tools could be used to enrich the teaching of decimals within the primary mathematics classroom

Affordance · Cognition · Confusion · Curriculum · Decimal · Dewey Decimal Classification · Everyday life · Cognitive and developmental aspects of mathematical skills · Mathematics Education and Teaching Techniques · Visual and Cognitive Learning Processes

Tools

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