NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1090369
Record Type: Journal
Publication Date: 2013
Pages: 11
Abstractor: As Provided
Reference Count: 26
ISSN: ISSN-1479-4802
Are Secondary School Students Still Hampered by the Natural Number Bias? A Reaction Time Study on Fraction Comparison Tasks
Van Hoof, Jo; Lijnen, Tristan; Verschaffel, Lieven; Van Dooren, Wim
Research in Mathematics Education, v15 n2 p154-164 2013
Rational numbers and particularly fractions are difficult for students. It is often claimed that the "natural number bias" underlies erroneous reasoning about rational numbers. This cross-sectional study investigated the natural number bias in first and fifth year secondary school students. Relying on dual process theory assumptions that differentiate between intuitive and analytic processes, we measured accuracies and reaction times on fraction comparison tasks. Half of the items were congruent (i.e., natural number knowledge leads to correct answers), the other half were incongruent (i.e., natural number knowledge leads to incorrect answers). Against expectations, students hardly made errors on incongruent items. Longer reaction times on correctly solved incongruent than on correctly solved congruent items indicated that students were indeed hampered by their prior knowledge about natural numbers, but could suppress their intuitive answers.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium