In this work we intend to analyze some aspects about the learning and teaching of decimal numbers. First, we will refer to the analysis of the place value in decimal notations, pointing to some students’ initial conceptions about decimal numbers, as they show available knowledge and difficulties that will be been able to constitute starting points for a new learning. This study begins a first analysis about the meaning of the value of the figures in the different positions in this writings. Second, the treatment of the density at school is approached. We present procedures and students' reflections about problems that try to challenge the way in which children conceive initially decimal numbers as subunits that arrive to a limit beyond which are indivisible. Those problems demand them on the other hand to think about smaller subdivisions.
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