Developmental Changes in the Whole Number Bias

Autor/inn/en	Braithwaite, David W.; Siegler, Robert S.
Titel	Developmental Changes in the Whole Number Bias
Quelle	In: Developmental Science, 21 (2018) 2, (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-7687
DOI	10.1111/desc.12541
Schlagwörter	Numbers; Bias; Fractions; Age Differences; Individual Development; Elementary School Students; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Computation; Comparative Analysis; Regression (Statistics); Pennsylvania + Suchen Sie Ihr Suchwort? Zahlenraum; Bruchrechnung; Age; Difference; Age difference; Altersunterschied; Individuelle Entwicklung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Regression; Regressionsanalyse
Abstract	Many students' knowledge of fractions is adversely affected by whole number bias, the tendency to focus on the separate whole number components (numerator and denominator) of a fraction rather than on the fraction's magnitude (ratio of numerator to denominator). Although whole number bias appears early in the fraction learning process and under speeded conditions persists into adulthood, even among mathematicians, little is known about its development. Performance with equivalent fractions indicated that between fourth and eighth grade, whole number bias decreased, and reliance on fraction magnitudes increased. These trends were present on both fraction magnitude comparison and number line estimation. However, analyses of individual children's performance indicated that a substantial minority of fourth graders did not show whole number bias and that a substantial minority of eighth graders did show it. Implications of the findings for development of understanding of fraction equivalence and for theories of numerical development are discussed. Whole number bias in children's understanding of fractions decreased from fourth to eighth grade. This change was driven by an increase in the number of children relying on fraction magnitude representations and a concurrent decrease in the number of children relying on componential or hybrid representations. [For the full-text grantee submission of this article, see ED572370.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01