This study reports on the ways that 32 elementary preservice teachers understood whole and rational numbers and notation and the connections between them at the start of their mathematics education coursework and after participation in a number and numeration unit designed to develop their understanding of the connections. Results indicate that PSTs typically did not begin their education coursework with a strong understanding of rational numbers, fractions, and decimals but were able to develop a stronger understanding during the unit. Activities that supported non-symbolic representations of both fractions and rational decimals (especially repeating decimals) were particularly supportive.

Session Type: Brief Research Report