International Electronic Journal of Mathematics Education

International Electronic Journal of Mathematics Education Indexed in ESCI
A cross-national comparison of fourth and eighth grade students’ understanding of fraction magnitude
APA
In-text citation: (Ayieko et al., 2022)
Reference: Ayieko, R. A., Moreano, G., & Harter, L. (2022). A cross-national comparison of fourth and eighth grade students’ understanding of fraction magnitude. International Electronic Journal of Mathematics Education, 17(4), em0703. https://doi.org/10.29333/iejme/12287
AMA
In-text citation: (1), (2), (3), etc.
Reference: Ayieko RA, Moreano G, Harter L. A cross-national comparison of fourth and eighth grade students’ understanding of fraction magnitude. INT ELECT J MATH ED. 2022;17(4), em0703. https://doi.org/10.29333/iejme/12287
Chicago
In-text citation: (Ayieko et al., 2022)
Reference: Ayieko, Rachel Angela, Giovanna Moreano, and Lauren Harter. "A cross-national comparison of fourth and eighth grade students’ understanding of fraction magnitude". International Electronic Journal of Mathematics Education 2022 17 no. 4 (2022): em0703. https://doi.org/10.29333/iejme/12287
Harvard
In-text citation: (Ayieko et al., 2022)
Reference: Ayieko, R. A., Moreano, G., and Harter, L. (2022). A cross-national comparison of fourth and eighth grade students’ understanding of fraction magnitude. International Electronic Journal of Mathematics Education, 17(4), em0703. https://doi.org/10.29333/iejme/12287
MLA
In-text citation: (Ayieko et al., 2022)
Reference: Ayieko, Rachel Angela et al. "A cross-national comparison of fourth and eighth grade students’ understanding of fraction magnitude". International Electronic Journal of Mathematics Education, vol. 17, no. 4, 2022, em0703. https://doi.org/10.29333/iejme/12287
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Ayieko RA, Moreano G, Harter L. A cross-national comparison of fourth and eighth grade students’ understanding of fraction magnitude. INT ELECT J MATH ED. 2022;17(4):em0703. https://doi.org/10.29333/iejme/12287

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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