A cross-national comparison of fourth and eighth grade students’ understanding of fraction magnitude
Date
2022Author
Ayieko, Rachel Angela
Moreano Villena, Giovanna
Harter, Lauren
Metadata
Show full item recordAbstract
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 Study2015 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 8
th grade. Implications for higher education are elaborated.