College Students’ Understanding of Fraction Operations

Brianna Bentley; Michael J. Bossé

doi:10.12973/iejme/3881

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Brianna Bentley ¹, Michael J. Bossé ¹ ^*

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¹ Appalachian State University, Boone, NC 28608, USA^* Corresponding Author

Abstract

This study investigates college students’ understanding of arithmetic fraction operations as defined by the Common Core State Standards in grades three through six Mathematics. This study is meant to extend upon an extensive body of research regarding elementary and middle grades students’ understanding of fraction operations and see if recognized erroneous thinking among younger students persist among college students. Among these misconceptions include: fraction equivalence, common denominators, the algorithm and the concept of division, whole number bias, and incorrectly applying fraction operations. The results of this study suggest that college students have the same misunderstandings and misconceptions as elementary students in regards to fraction operations.

Keywords

teaching and learning fraction
college students
fraction understanding

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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 13, Issue 3, October 2018, 233-247

https://doi.org/10.12973/iejme/3881

Publication date: 13 Sep 2018

Article Views: 3603

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How to cite this article

APA

Bentley, B., & Bossé, M. J. (2018). College Students’ Understanding of Fraction Operations. International Electronic Journal of Mathematics Education, 13(3), 233-247. https://doi.org/10.12973/iejme/3881

Vancouver

Bentley B, Bossé MJ. College Students’ Understanding of Fraction Operations. INT ELECT J MATH ED. 2018;13(3):233-47. https://doi.org/10.12973/iejme/3881

AMA

Bentley B, Bossé MJ. College Students’ Understanding of Fraction Operations. INT ELECT J MATH ED. 2018;13(3), 233-247. https://doi.org/10.12973/iejme/3881

Chicago

Bentley, Brianna, and Michael J. Bossé. "College Students’ Understanding of Fraction Operations". International Electronic Journal of Mathematics Education 2018 13 no. 3 (2018): 233-247. https://doi.org/10.12973/iejme/3881

Harvard

Bentley, B., and Bossé, M. J. (2018). College Students’ Understanding of Fraction Operations. International Electronic Journal of Mathematics Education, 13(3), pp. 233-247. https://doi.org/10.12973/iejme/3881

MLA

Bentley, Brianna et al. "College Students’ Understanding of Fraction Operations". International Electronic Journal of Mathematics Education, vol. 13, no. 3, 2018, pp. 233-247. https://doi.org/10.12973/iejme/3881