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dc.publisher.countryRSes
dc.contributor.authorAyieko, Rachel Angelaes
dc.contributor.authorMoreano Villena, Giovannaes
dc.contributor.authorHarter, Laurenes
dc.date.accessioned2025-06-25T14:54:12Zes
dc.date.available2025-06-25T14:54:12Zes
dc.date.issued2022es
dc.identifier.urihttps://hdl.handle.net/20.500.12799/11510es
dc.description.abstractWithout 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.es
dc.formatapplication/pdfes
dc.language.isoenges
dc.publisherModestumes
dc.relation.ispartofInternational Electronic Journal of Mathematics Educationes
dc.rightsinfo:eu-repo/semantics/openAccesses
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/es
dc.subjectMatemáticases
dc.subjectEnseñanza de las matemáticases
dc.subjectAritméticaes
dc.subjectEducación primariaes
dc.subjectEducación secundariaes
dc.titleA cross-national comparison of fourth and eighth grade students’ understanding of fraction magnitudees
dc.typeinfo:eu-repo/semantics/articlees
dc.identifier.doihttps://doi.org/10.29333/iejme/12287es
dc.type.versioninfo:eu-repo/semantics/publishedVersiones
dc.subject.ocdehttp://purl.org/pe-repo/ocde/ford#1.01.00es


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