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| Abstract: Decimal is a special type of number that some students have great difficulty in grasping the concept. Current trend in the teaching and learning of decimal is by converting from fraction form into decimal form without focussing on conceptual understanding. The process of converting is by performing standard fixed algorithm of division. The usual process is performed by using numerator as dividend and denominator as divisor. The quotient obtained is the decimal number. The process is procedurally correct, but the problem then is whether students can make sense on the meaning of decimal. Many previous studies indicated that students, in some cases including their teachers, hardly make sense of what decimal is all about (Zulkifli & Mohini, 2008; Reys & Yang, 1998). This research, using design research method is to address the issue on understanding the basic meaning of decimal in relation to fraction as an important part of promoting number sense. By using alternative approach that we have developed, students have shown to understand the concept of decimal in a more holistic and meaningful way. |
| Keywords: number sense, design research, pre service teachers, decimal fraction |
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