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<p>Our research takes place in the field of didactics of mathematics and focuses on pre-service primary school teachers’ knowledge of decimal numbers. In this article, we explore the semiotic aspects of the graduated line of decimal numbers. In particular, we study the signs produced by pre-service teachers to represent some decimal numbers on a graduated number line, which is seen as an epistemological obstacle (Lemonidis &amp; Gkolfos <CitationRef CitationID="CR28">2020</CitationRef>). To do this, we use a qualitative analysis method and study the responses of 116 pre-service teachers to a questionnaire implemented in 2022 and 2023. For some participants, we also recorded an individual interview. In this way, we identify categories of difficulties linked to decimal numbers in general and difficulties linked to the semiotic representation on the graduated number line. We argue that these conceptions and difficulties are not trivial and that pre-service teachers need specific training to better understand the issues involved in teaching this knowledge.</p>

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Semiotics of the Graduated Number Line of Decimals: What Representations do Pre-service Teachers Have?

  • 期刊论文

  • 发表日期：

    2025年6月1日

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  • Macarena Flores González,
  • Elann Lesnes

摘要

Our research takes place in the field of didactics of mathematics and focuses on pre-service primary school teachers’ knowledge of decimal numbers. In this article, we explore the semiotic aspects of the graduated line of decimal numbers. In particular, we study the signs produced by pre-service teachers to represent some decimal numbers on a graduated number line, which is seen as an epistemological obstacle (Lemonidis & Gkolfos 2020). To do this, we use a qualitative analysis method and study the responses of 116 pre-service teachers to a questionnaire implemented in 2022 and 2023. For some participants, we also recorded an individual interview. In this way, we identify categories of difficulties linked to decimal numbers in general and difficulties linked to the semiotic representation on the graduated number line. We argue that these conceptions and difficulties are not trivial and that pre-service teachers need specific training to better understand the issues involved in teaching this knowledge.