A cross-national comparison of fourth and eighth grade students’ understanding of fraction magnitude

Rachel Angela Ayieko; Giovanna Moreano; Lauren Harter

doi:10.29333/iejme/12287

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Rachel Angela Ayieko ¹ ^* , Giovanna Moreano ² , Lauren Harter ¹

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¹ Duquesne University, Pittsburgh, PA, USA² Peru Ministry of Education, Lima, PERU^* Corresponding Author

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 4^th and 8^th 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 8^th grade. Implications for higher education are elaborated.

Keywords

fractions
large scale studies
misconceptions

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, Volume 17, Issue 4, November 2022, Article No: em0703

https://doi.org/10.29333/iejme/12287

Publication date: 28 Jul 2022

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How to cite this article

APA

Ayieko, R. A., Moreano, G., & Harter, L. (2022). A cross-national comparison of fourth and eighth grade students’ understanding of fraction magnitude. International Electronic Journal of Mathematics Education, 17(4), em0703. https://doi.org/10.29333/iejme/12287

Vancouver

Ayieko RA, Moreano G, Harter L. A cross-national comparison of fourth and eighth grade students’ understanding of fraction magnitude. INT ELECT J MATH ED. 2022;17(4):em0703. https://doi.org/10.29333/iejme/12287

AMA

Ayieko RA, Moreano G, Harter L. A cross-national comparison of fourth and eighth grade students’ understanding of fraction magnitude. INT ELECT J MATH ED. 2022;17(4), em0703. https://doi.org/10.29333/iejme/12287

Chicago

Ayieko, Rachel Angela, Giovanna Moreano, and Lauren Harter. "A cross-national comparison of fourth and eighth grade students’ understanding of fraction magnitude". International Electronic Journal of Mathematics Education 2022 17 no. 4 (2022): em0703. https://doi.org/10.29333/iejme/12287

Harvard

Ayieko, R. A., Moreano, G., and Harter, L. (2022). A cross-national comparison of fourth and eighth grade students’ understanding of fraction magnitude. International Electronic Journal of Mathematics Education, 17(4), em0703. https://doi.org/10.29333/iejme/12287

MLA

Ayieko, Rachel Angela et al. "A cross-national comparison of fourth and eighth grade students’ understanding of fraction magnitude". International Electronic Journal of Mathematics Education, vol. 17, no. 4, 2022, em0703. https://doi.org/10.29333/iejme/12287