Abstract
Learning about decimal fractions is difficult because it requires an extension of the number concept built on natural numbers. The aim of the present study was to investigate developmental changes in children's misconceptions in decimal fraction processing. A large sample of children from Grades 3 to 6 performed a numerical comparison task on different categories of pairs of decimal fractions. The success rate and the type of error they made varied with age and categories. We distinguished the impact of the value of the digits from the impact of the length of the fractional part on children's pattern of responses. Although both kinds of impact affected the success rate, the digit values had a stronger impact and were mastered later than the length. Our results also showed that a zero just after the decimal point was understood better and earlier than a zero at the end of the fractional part of a number. Cluster analysis was conducted to determine groups of children who answered similarly regarding the response type across the various categories of decimal fractions. To interpret the data the conceptual change framework was used.
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