Concept-based language instruction (C-BLI) is a pedagogy guided by sociocultural theory, which has been shown to be effective in facilitating second language learning. Typical activities include materialization by using a schema for a complete orienting basis of an action (SCOBA) and languaging, through which learners' internalization of…

Background: Prior studies on fraction magnitude understanding focused mainly on students with relatively sufficient formal instruction on fractions whose fraction magnitude understanding is relatively mature. Aim: This study fills a research gap by investigating fraction magnitude understanding in the early stages of fraction instruction. It…