If children don’t know that moving the decimal point will multiply a number by 10, that is definitely a gap in their conceptual understanding of decimals.

How can this gap in their conceptual understanding of decimals be remedied?

]]>That would be an interesting experiment.

if they say the decimal point is in a different place in those two numbers, it will take a lot of explaining to convince them it is in the same place.

]]>Of course, I could move the digits instead, but that is moving 5 things instead of one. Too much work for lazy old me.

Apparently, it is very important to understand the maths and learn that the decimal point always stays still.

The trouble is, I just don’t understand what it means to say ‘The decimal point stays still.’

I guess it means that when I look at the numbers 89.634 and 8963.4, I can tell children that the decimal point never moves and is in exactly the same place in both of those numbers.

But anybody can see for themselves that the decimal point is not in the same place in those two numbers.

]]>Another example is teaching topics earlier, especially fractions, decimals, percentages and ratio. For example, adding fractions with different denominators is now in year 4. Head of maths blanched and said ‘ we’ve decided to leave that to year 8′. He hadn’t heard the term ‘ bar model ‘ before either- though said they sort of used them.

I understand that secondaries take children from a range of feeders all of whom have a different take on this, but be aware that change is coming. If I were to advise two things it would be: lad opt the bar model approach, particularly for fdpr, and invest in place value discs, shedding any notion that equipment is for babies. Oh and look at the ncetm videos for primary- really good. ]]>

Interesting blog entry well worth reading. ]]>