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Mielicki, Marta K.; Schiller, Lauren K.; Fitzsimmons, Charles J.; Scheibe, Daniel; Thompson, Clarissa A. – British Journal of Educational Psychology, 2022

Background: People report negative attitudes towards fractions and percentages relative to whole numbers (WNs, Sidney, Thompson, Fitzsimmons, & Taber, 2021), and these attitudes may relate to an individual's interpretation of what experiences with these number types signify. Because fractions are challenging, individual differences related to…

Descriptors: Numbers, Fractions, Mathematics Skills, Student Attitudes

Mersin, Nazan; Akkas, Elif Nur – International Online Journal of Education and Teaching, 2022

In this study, it is aimed to comparatively examine practice questions and sample solved questions about the multiplication of fractions in mathematics textbooks in Turkey and Singapore. In this direction, document analysis was used as a research method. Descriptive analysis was used in the analysis and the questions in the books were examined in…

Descriptors: Comparative Education, Multiplication, Fractions, Textbooks

Dixon, Juli K.; Rutledge, Treshonda; Caton, Jennifer C.; Nolan, Edward C. – Mathematics Teacher: Learning and Teaching PK-12, 2021

Finding ways for students to use manipulatives in a safe, yet collaborative, manner is a challenge the 2020-2021 school year introduced. Teachers scrambled to create a set of manipulatives for individual use on a budget so students could learn from home, in hybrid environments, or in socially distanced classrooms. This article presents a…

Descriptors: Mathematics Instruction, Manipulative Materials, Teaching Methods, Fractions

Pedersen, Pernille Ladegaard; Bjerre, Mette – Educational Studies in Mathematics, 2021

In this study, we present a mathematical analysis distinguishing two conceptions of equivalence: "proportional equivalence" and "unit equivalence." These two conceptions have distinct meanings in relation to equivalent fractions: one is grounded in proportionality, while the other is grounded in equal wholes. We argue that (a)…

Descriptors: Fractions, Mathematical Concepts, Mathematics Instruction, Concept Formation

Southall, Ed – SAGE Publications Ltd (UK), 2021

Getting the right answers in maths is only half the problem. Understanding why what you're doing works is the part that often stumps students and teachers alike. The essential guide for mathematics teachers and those training to teach, "Yes, but Why?" answers all your questions, and sheds light on the hidden connections between…

Descriptors: Mathematics Instruction, Teaching Guides, Fractions, Teaching Methods

Hackenberg, Amy J.; Sevinc, Serife – Educational Studies in Mathematics, 2022

Students entering sixth grade operate with three different multiplicative concepts that influence their reasoning in many domains important for middle school. For example, students who are operating with the second multiplicative concept (MC2 students) can begin to construct fractions as lengths but do not construct improper fractions as numbers.…

Descriptors: Multiplication, Fractions, Grade 7, Middle School Students

Pearn, Catherine; Stephens, Max; Pierce, Robyn – ZDM: Mathematics Education, 2022

This paper builds on our previous research and investigates how students' fractional competence and reasoning can provide clear evidence of non-symbolic algebraic thinking and its progressive transition towards fully generalised algebraic thinking. In a large-scale study, 470 primary students completed a written paper and pencil test. This…

Descriptors: Logical Thinking, Elementary School Students, Grade 5, Grade 6

Marmur, Ofer; Zazkis, Rina – Journal of Mathematics Teacher Education, 2022

We explore the responses of 26 prospective elementary-school teachers to the claim "1/6.5 is not a fraction" asserted by a hypothetical classroom student. The data comprise scripted dialogues that depict how the participants envisioned a classroom discussion of this claim to evolve, as well as an accompanying commentary where they…

Descriptors: Ambiguity (Context), Fractions, Elementary School Teachers, Preservice Teachers

Qiu, Kailun; Wang, Yunqi – European Journal of Psychology of Education, 2021

Rational numbers can be represented in multiple formats (e.g., fractions, decimals, and percentages), and a rational number notation can be used to express different concepts in different contexts. The present study investigated the distribution of the multiple concepts expressed by these different rational number notations in real-world contexts…

Descriptors: Numbers, Number Concepts, Arithmetic, Fractions

Jarrah, Adeeb M.; Wardat, Yousef; Gningue, Serigne – EURASIA Journal of Mathematics, Science and Technology Education, 2022

As national and international assessments continue to show students struggle with rational concepts, which are seen as a major stumbling block for future career in STEM fields, we used the certainty of response index (CRI) as a method of analysis to investigate a group of 40 United Arab Emirates (UAE) seventh grade students' understanding of basic…

Descriptors: Misconceptions, Addition, Subtraction, Fractions

Lewis, Katherine E.; Thompson, Grace M.; Tov, Sarah A. – International Electronic Journal of Elementary Education, 2022

Researchers intending to identify the unique characteristics of dyscalculia rely upon the problematic and imprecise proxy of low mathematics achievement. Although detailed case studies of adults with dyscalculia have offered insight into its characteristics, we do not yet know if these characteristics are unique to dyscalculia and could be used to…

Descriptors: Mathematics Skills, Learning Disabilities, Fractions, Middle School Students

Yuan, Lu; Liu, Yanlou; Chen, Ping; Xin, Tao – Educational Measurement: Issues and Practice, 2022

Learning progressions can reflect students' continuous in-depth thinking development paths, and their establishment is an iterative process from the construction of hypothetical learning progressions to the verification of that hypotheses. Considering the limitations of the existing verification method of learning progressions based on a rule…

Descriptors: Grade 5, Mathematics Instruction, Fractions, Elementary School Students

Määttä, Saku; Hannula-Sormunen, Minna; Halme, Hilma; McMullen, Jake – Journal of Numerical Cognition, 2022

Learning fractions poses a challenge for many elementary school students, including applying fraction knowledge in novel contexts. For instance, there are substantial individual differences in students' tendency of spontaneous focusing on quantitative relations (SFOR), which is related to the development of rational number knowledge. In this…

Descriptors: Attention, Intervention, Elementary School Students, Grade 4

Dominguez, Higinio – ZDM: Mathematics Education, 2021

This paper conceptualizes children's mathematical thinking from a materialist perspective on language and mathematics. This perspective considers human and non-human bodies as ontologically equivalent; that is, as both being agentive, vibrant, and animated, thus resisting static representations. This conceptualization is an alternative to the…

Descriptors: Mathematics Instruction, Fractions, Bilingual Students, Mathematical Logic

Spitzer, Markus Wolfgang Hermann; Moeller, Korbinian – Journal of Computer Assisted Learning, 2022

Background: Mastering fractions seems among the most critical mathematical skills for students to acquire in school as fraction understanding significantly predicts later mathematic achievements, but also broader academic and vocational prospects. As such, identifying longitudinal predictors of fraction understanding (e.g., mastery of numbers and…

Descriptors: Fractions, Mathematics Instruction, Mathematics Skills, Predictor Variables