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ERIC Number: EJ1366202
Record Type: Journal
Publication Date: 2022
Pages: 6
Abstractor: As Provided
EISSN: EISSN-1306-3030
A Cross-National Comparison of Fourth and Eighth Grade Students' Understanding of Fraction Magnitude
Ayieko, Rachel Angela; Moreano, Giovanna; Harter, Lauren
International Electronic Journal of Mathematics Education, v17 n4 Article em0703 2022
Without a conceptual understanding of fraction magnitude, students have difficulties understanding more advanced mathematics in high school and beyond. The purpose of this study is to highlight 4th and 8th grade students' misconceptions in fraction magnitude using the Trends in International Mathematics and Science Study 2015 data. The study is informed by the theory of numerical development that focuses on the understanding of the magnitude of numbers and the recognition of the location of numbers on a number line. The results indicate that fraction magnitude understanding is a challenge at the 8th grade. Implications for higher education are elaborated.
International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Junior High Schools; Middle Schools; Secondary Education; Grade 4; Intermediate Grades; Grade 8; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Trends in International Mathematics and Science Study
Grant or Contract Numbers: N/A