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Reconstruction of the Decimal Number Line Concept Through Teacher’s Scaffolding Practices



Author(s)

Hui-Chen Liang, Wen-Jin Kuo, Shian Leou

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DOI:10.17265/2161-623X/2013.07A.006

National Kaohsiung Normal University, Kaohsiung, Taiwan

This research investigated the reconstruction of the decimal line concept by Alice, the research subject, after she had received the four stages of scaffolding assistance: “multiple representations scenario”, “explanation and demonstration”, “concept reconstruction”, and “concept extension”. The research discovered that there were two reasons for Alice’s incorrect understanding of the decimal line concept. First, Alice did not understand the concept of the counting system for decimals; and Second, she could not distinguish between the different decimal units on the various line segments after the decimal line was segmented. The research further discovered that under a scenario with multiple representations, Alice was able to effectively reconstruct the decimal counting system. With the help of explanation and demonstration of the equivalent decimal concept, she was also able to effectively use the counting system and equivalent decimal concept to reconstruct the decimal number line system and develop conceptual thinking to solve non-routine problems.

decimal classification, decimal number line, equivalent decimal, scaffolding instruction, visual representation