Extending students' understanding of decimal numbers via realistic mathematical modeling and problem posing

The quasi-experimental study presented in this report involves a teaching experiment based on a sequence of classroom activities aimed at enhancing the understanding of some aspects of the structure of decimal numbers in upper elementary school. Besides the use of suitable cultural artifacts and the application of a variety of complementary, integrated, and interactive instructional techniques, the teaching/learning environment designed and implemented in this study is characterized by an attempt to establish a new classroom culture. The focus is on fostering a mindful approach toward realistic mathematical modeling and a problem posing attitude.