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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