International Electronic Journal of Mathematics Education

College Students’ Understanding of Fraction Operations
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Bentley B, Bossé MJ. College Students’ Understanding of Fraction Operations. Int Elect J Math Ed. 2018;13(3), 233-247. https://doi.org/10.12973/iejme/3881
APA 6th edition
In-text citation: (Bentley & Bossé, 2018)
Reference: Bentley, B., & Bossé, M. J. (2018). College Students’ Understanding of Fraction Operations. International Electronic Journal of Mathematics Education, 13(3), 233-247. https://doi.org/10.12973/iejme/3881
Chicago
In-text citation: (Bentley and Bossé, 2018)
Reference: Bentley, Brianna, and Michael J. Bossé. "College Students’ Understanding of Fraction Operations". International Electronic Journal of Mathematics Education 2018 13 no. 3 (2018): 233-247. https://doi.org/10.12973/iejme/3881
Harvard
In-text citation: (Bentley and Bossé, 2018)
Reference: Bentley, B., and Bossé, M. J. (2018). College Students’ Understanding of Fraction Operations. International Electronic Journal of Mathematics Education, 13(3), pp. 233-247. https://doi.org/10.12973/iejme/3881
MLA
In-text citation: (Bentley and Bossé, 2018)
Reference: Bentley, Brianna et al. "College Students’ Understanding of Fraction Operations". International Electronic Journal of Mathematics Education, vol. 13, no. 3, 2018, pp. 233-247. https://doi.org/10.12973/iejme/3881
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Bentley B, Bossé MJ. College Students’ Understanding of Fraction Operations. Int Elect J Math Ed. 2018;13(3):233-47. https://doi.org/10.12973/iejme/3881

Abstract

This study investigates college students’ understanding of arithmetic fraction operations as defined by the Common Core State Standards in grades three through six Mathematics. This study is meant to extend upon an extensive body of research regarding elementary and middle grades students’ understanding of fraction operations and see if recognized erroneous thinking among younger students persist among college students. Among these misconceptions include: fraction equivalence, common denominators, the algorithm and the concept of division, whole number bias, and incorrectly applying fraction operations. The results of this study suggest that college students have the same misunderstandings and misconceptions as elementary students in regards to fraction operations.

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