decimal fraction


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decimal fraction

[¦des·məl ¦frak·shən]
(mathematics)
Any number written in the form: an integer followed by a decimal point followed by a (possibly infinite) string of digits.
McGraw-Hill Dictionary of Scientific & Technical Terms, 6E, Copyright © 2003 by The McGraw-Hill Companies, Inc.
References in periodicals archive ?
Reducing to a decimal fraction, 25% of 128.16 = 0.25 x 128.16 = 32.04.
The theoretical rate was based on the percentages, converted to decimal fractions, provided by Fehr (1987).
However, she was acutely aware that she needed more confidence in teaching mathematics, especially the topic of common and decimal fractions. So when she was approached to take part in the project on students' understanding of common and decimal fractions, she agreed enthusiastically, "because division with decimals was the most difficult concept I tried to teach my grade 6 class last year." But she made it clear that she would need a lot of support from us.
But no item was set to directly represent the content area of decimal fraction which has a weight of 15 % in the curriculum.
Convert the decimal fraction to a decimal first by writing the numerator (725).
mixed decimal fraction--A number that is made up of a whole number and a decimal fraction.
This could lead them to conjecture that decimal fractions will terminate if their denominator is any combination of powers of 2 and powers of 5.
The results reported in the article are not at all surprising when you read (1) that money is clearly the favored context used to teach decimals, and (2) that common and decimal fractions are treated as separate entities.
The building materials are conceptual understanding and the ability to perform arithmetic manipulation on whole numbers, decimal fractions, and common fractions.
The majority of students had little idea of the size of a decimal fraction and applied standard rounding rules that were inappropriate for this estimation.
An extensive study of common fraction understanding and decimal fraction understanding was undertaken in upper socio-economic suburbs of Hobart, Tasmania.
By confronting this problem and raising students' awareness of the use of decimals and the variations in the language used; most students are able to see and recognise the decimal fraction as both an everyday term and a mathematical value.