Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Heli Nurminen, Hilma Halme, Arto Kortelainen, Jake McMullen, Jo Van Hoof
University of Turku
⬇ Download PDFThis pilot study examined 6th graders’ (n=29) understanding of and misconceptions with fractions over a five-week teaching period. We examine the students’ knowledge before and after their use of a curriculum-based fraction learning environment conducted on a digital learning platform. Utilizing a pre-post-test research design, we measured students’ basic fraction arithmetic and fraction comparison skills. Results indicate a significant improvement in arithmetic and comparison skills, but there was no decrease in fraction magnitude misconceptions. Thus, a curriculum-based digital learning environment, which relies heavily on procedural practice, may not be enough to refute misconceptions about fraction magnitude. Implications are discussed.
fractionsmisconceptionsnatural number bias