In Experiment 1, we found a typical negative priming effect with 7 th graders requiring more time to compare decimal numbers in which the largest number has the greatest number of digits after the ...

Finally, Durkin and Rittle-Johnson [24], in a longitudinal study assessing knowledge and diagnosing misconceptions about decimals in 4th and 5th graders, found that the “greater the number of digits ...

This investigation found that children use three implicit and incorrect rules when comparing decimal numbers and that these rules are intermediate levels of response in the process of learning decimal ...