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Learning and Instruction

June 2015 Volume 37, Number 1

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Table of Contents

Number of articles: 7

  1. Bridging the gap: Fraction understanding is central to mathematics achievement in students from three different continents

    Joke Torbeyns, KU Leuven, Belgium; Michael Schneider, University of Trier, Germany; Ziqiang Xin, Central University of Finance and Economics, China; Robert S. Siegler, Carnegie Mellon University, United States

    Numerical understanding and arithmetic skills are easier to acquire for whole numbers than fractions. The More

    pp. 5-13

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  2. Modeling the developmental trajectories of rational number concept(s)

    Jake McMullen, Centre for Learning Research, Finland; Eero Laakkonen, Department of Teacher Education, Finland; Minna Hannula-Sormunen & Erno Lehtinen, Centre for Learning Research, Finland

    The present study focuses on the development of two sub-concepts necessary for a complete mathematical understanding of rational numbers, a) representations of the magnitudes of rational numbers... More

    pp. 14-20

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  3. Diagnosing misconceptions: Revealing changing decimal fraction knowledge

    Kelley Durkin, Psychological and Brain Sciences, United States; Bethany Rittle-Johnson, Department of Psychology and Human Development, United States

    Conceptual change is a gradual process that occurs as students integrate new information into their existing conceptions. Throughout this process, assessing learning requires measures to diagnose... More

    pp. 21-29

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  4. In search for the natural number bias in secondary school students' interpretation of the effect of arithmetical operations

    Jo Van Hoof, Jolien Vandewalle, Lieven Verschaffel & Wim Van Dooren

    Although rational numbers are an essential part of mathematical literacy, they cause many difficulties for students. A major cause is the natural number bias. We examined this natural number bias... More

    pp. 30-38

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  5. The representation of fraction magnitudes and the whole number bias reconsidered

    Melissa DeWolf, Department of Psychology, United States; Stella Vosniadou, Department of Philosophy and History of Science, Greece

    Two experiments investigated the whole number bias in the representation of fraction magnitudes with adults. A fraction magnitude comparison task was used where half of the comparisons were... More

    pp. 39-49

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  6. The development of rational number knowledge: Old topic, new insights

    Xenia Vamvakoussi

    The development of rational number knowledge has been studied extensively by mathematics education researchers, cognitive-developmental psychologists and, more recently, by neuroscientists as well.... More

    pp. 50-55

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  7. Variability in the natural number bias: Who, when, how, and why

    Martha W. Alibali & Pooja G. Sidney

    When reasoning about rational numbers, people sometimes incorrectly apply principles or rules for natural numbers. Many factors affect whether participants display this More

    pp. 56-61

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