Abstract
Abstract In this article, we obtain a genetic decomposition of students’ progress in developing an understanding of the decimal and its relation to 1. The genetic decomposition appears to be valid for a high percentage of the study participants and suggests the possibility of a new stage in APOS Theory that would be the first substantial change in the theory since its inception (Dubinsky & Lewin, 1986). Our analysis includes a relatively objective and highly efficient methodology that might be useful in other research and in assessment of student learning.
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