本篇論文為國小學童「小數與小數運算」概念之調查研究的部份成果。「小數與小數運算」概念包含小數符號意義、小數符號結構、小數應用等三個部儀。本文即針對有關小數符號意義的問題(包括圖像表徵及與分數符號的連結兩部分)透過筆試及訪談，來探討學生的小數概念與其迷概念及可能成因。筆試樣本是透過全國分層隨機取樣來，包含北一、南一、北二、南二、山地及偏遠等六區四、五、六年級學生，共計2850人;而訪談樣本則根據筆試結果選出，包含高、中、低三群學三共計80人。資料分析以敘述統計及內容分析法為主。 研究結果發現，四、五、六年級多數的學生表現都不理想。學生所習得的小數概念似乎顯得相當薄弱。學生因對於小數點左右兩邊的數之意義掌握不夠，不易理解整數部分與非整數部分有何關聯，而有許多迷思概念。在圖像表徵方面，四年級的學生傾向將a.b由表面的形式直接轉換成對應的圖像，由此顯示這些學生是將小數點左右兩邊的數(a.b)，視為兩個獨立的整數(a.b);五、六年級雖能透過分數的觀點來看小數，但對單位量的掌握卻不清楚(對哪一部份分幾份取幾份)。在與分數的雙向連結方面，各年級學生因不清楚小數點左右兩邊數之關係，故易將小數符號由表面形式直接轉換數符號(反之亦然)，如將a.b化成 (或 化成a.b)。

The study attempts to investigate concepts of elementary school students in learning decimal. The subjects were 2850 students with grades in 4, 5, and 6, selected randomly from six different parts of Taiwan. Data were collected from a written test and an interview. Data analysis was a combination of quantitative and qualitative methods. The main results and findings showed that the students’ mistakes and misconceptions with the subject probably were due to their limited understanding of decimals, particularly influenced by whole number and fraction. In general, these students did not gain the strong conceptual knowledge. The research results suggest that teachers should provide students with opportunities to make the connections of decimal concepts to the symbol.