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Braithwaite, David W.; Siegler, Robert S. – Developmental Science, 2018
Many students' knowledge of fractions is adversely affected by whole number bias, the tendency to focus on the separate whole number components (numerator and denominator) of a fraction rather than on the fraction's magnitude (ratio of numerator to denominator). Although whole number bias appears early in the fraction learning process and under…
Descriptors: Numbers, Bias, Fractions, Age Differences
Siegler, Robert S.; Ramani, Geetha B. – Developmental Science, 2008
The numerical knowledge of children from low-income backgrounds trails behind that of peers from middle-income backgrounds even before the children enter school. This gap may reflect differing prior experience with informal numerical activities, such as numerical board games. Experiment 1 indicated that the numerical magnitude knowledge of…
Descriptors: Games, Number Concepts, Low Income Groups, Educational Games