Abstract
The process of transition from a novice's state to that of an expert, in the constrained domain of decimals, is described in terms of explicit, intermediate, and transitional rules which are consistent, yet erroneous. These rules can be traced to former rules already established in earlier knowledge domains. Empirical data from children at grades 6, 7, 8 and 9 will demonstrate the evolution of an expert's knowledge through an elaborated learning path.
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Nesher, P., Peled, I. Shifts in reasoning. Educ Stud Math 17, 67–79 (1986). https://doi.org/10.1007/BF00302379
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DOI: https://doi.org/10.1007/BF00302379