A cross-national comparison of fourth and eighth grade students’ understanding of fraction magnitude
Rachel Angela Ayieko 1 * , Giovanna Moreano 2, Lauren Harter 1
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1 Duquesne University, Pittsburgh, PA, USA2 Peru Ministry of Education, Lima, PERU* Corresponding Author

Abstract

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.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2022, Volume 17, Issue 4, Article No: em0703

https://doi.org/10.29333/iejme/12287

Publication date: 28 Jul 2022

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