ERIC Number: EJ1375941
Record Type: Journal
Publication Date: 2023-Jun
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1571-0068
EISSN: EISSN-1573-1774
Whole Number Bias of Students in Fraction Number Line Tasks
Yuan, Yuan; Chen, Kuolong
International Journal of Science and Mathematics Education, v21 n5 p1433-1449 Jun 2023
This study used fraction number line estimation tasks to evaluate students' developmental patterns, and the relationship of such tasks with whole number bias was explored. In total, 189 fourth-grade students in a northern Taiwan elementary school were followed over 2 years. The results demonstrated that the students' fraction learning development pattern progressed from being nonlinear to linear, and none of the students' estimations exhibited a logarithmic pattern, as was the case in positive-integer number line estimation tasks. Many of the fourth-grade students (41.3%) did not exhibit a linear pattern of estimation and had clear whole number bias. By the fifth grade, half of these students still had a nonlinear pattern and could not treat fractions as integrated numbers. Instead, they were affected by whole number bias and mistakenly used the denominator to judge the actual fraction value.
Descriptors: Fractions, Numbers, Computation, Grade 4, Elementary School Students, Mathematics Instruction, Mathematical Concepts, Concept Formation, Misconceptions, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan
Grant or Contract Numbers: N/A