Equivalent Fractions and Natural Numbers Bias

Autor/in	Barahmand, Ali
Titel	Equivalent Fractions and Natural Numbers Bias
Quelle	In: For the Learning of Mathematics, 40 (2020) 3, S.20-24 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0228-0671
Schlagwörter	Mathematics Instruction; Fractions; Number Concepts; Numbers; Error Patterns; Probability; Teaching Methods + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Bruchrechnung; Number concept; Zahlbegriff; Zahlenraum; Fehlertyp; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Learning the concept of fractions is among the most challenging topics in school mathematics. One of the main sources of difficulties in learning fractions is related to "natural number bias" (Van Hoof, Verschaffel & Van Dooren, 2015). Applying properties of the natural numbers incorrectly in situations involving rational numbers can lead individuals to make systematic errors. But natural number bias does not occur only when students first encounter fractions. It occurs again in different forms when students encounter fractions in different contexts. Here I argue that it is not enough to address natural number bias when fractions are first taught, it must be addressed each time fractions are used in a new way. (As Provided).
Anmerkungen	FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail: flm2@ualberta.ca; Web site: https://flm-journal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01