This paper reports on the results of a
preliminary investigation to determine if
preservice mathematics teachers solve
conversion problems within the metric
system in multiple ways. Here, four metric
conversion problems of escalating difficulty
were administered within a mathematics
methods course at a comprehensive state
university in the Northeastern United States.
Results show that preservice teachers solved
the problems in the same way that they were
taught in high school, and that in high school
they were only taught one way.