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, Volume 17, Issue 4, November 2022, Article No: em0703
https://doi.org/10.29333/iejme/12287
Publication date: 28 Jul 2022
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