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Topic Specificity of Students' Conceptual and Procedural Fraction Knowledge and Its Impact on Errors
Peer reviewed
Direct linkKatja Lenz; Frank Reinhold; Gerald Wittmann – Research in Mathematics Education, 2024
When learning about fractions, teaching usually follows certain topics -- e.g. part of the whole, fraction equivalence, and size comparison. Not yet answered is whether students' conceptual and procedural knowledge of fractions is coherent between those topics. To answer this question, we performed a latent profile analysis of data from N = 1005…
Descriptors: Fractions, Error Patterns, Mathematics Instruction, Concept Formation
