Developing a framework and the construction of an understanding of place value

In an effort to make sense of prospective teacher’s views of decimal fractions, an exploration of facets of place value understanding was conducted. To move past a focus on performance as a measure of understanding, a framework for the exploration of place value ideas as they relate to prospective teachers’ understanding of decimal fractions was developed. The framework is used to analyze the work of a small collection of prospective elementary teachers who worked to share their understanding of decimals. Conclusions regarding the power of the inquiry in mathematics teacher educator’s understandings of learners and as a springboard for instruction are shared