A Cross-National Comparison of Fourth and Eighth Grade Students' Understanding of Fraction Magnitude

Autor/inn/en	Ayieko, Rachel Angela; Moreano, Giovanna; Harter, Lauren
Titel	A Cross-National Comparison of Fourth and Eighth Grade Students' Understanding of Fraction Magnitude
Quelle	In: International Electronic Journal of Mathematics Education, 17 (2022) 4, (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ayieko, Rachel Angela) ORCID (Moreano, Giovanna) ORCID (Harter, Lauren)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Elementary School Students; Middle School Students; Mathematical Concepts; Fractions; Misconceptions; Grade 4; Grade 8; Achievement Tests; Elementary Secondary Education; Science Achievement; Mathematics Achievement; Foreign Countries; Mathematics Tests; Science Tests; International Assessment; Mathematics Skills; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Bruchrechnung; Missverständnis; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Mathematics ability
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. (As Provided).
Anmerkungen	International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01