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Direct linkKelsey J. MacKay; Filip Germeys; Wim Van Dooren; Lieven Verschaffel; Koen Luwel – Educational Studies in Mathematics, 2025
Rational numbers, such as fractions and decimals, are harder to understand than natural numbers. Moreover, individuals struggle with fractions more than with decimals. The present study sought to disentangle the extent to which two potential sources of difficulty affect secondary-school students' numerical magnitude understanding: number type…
Descriptors: Number Concepts, Numeracy, Secondary School Mathematics, Secondary School Students
Peer reviewedEkenstam, Adolf Af – Educational Studies in Mathematics, 1977
This paper is a translation of a report on two Swedish investigations concerning children's lack of understanding of the quantitative value of numbers (specifically, decimals and fractions). (MN)
Descriptors: Decimal Fractions, Educational Research, Elementary Secondary Education, Fractions
Peer reviewedSteiner, Hans-Georg – Educational Studies in Mathematics, 1969
Descriptors: Division, Fractions, Instruction, Mathematics
Peer reviewedStreefland, Leen – Educational Studies in Mathematics, 1978
The author cites observations of his own children that reflect their concept of fractions and analyzes their conduct in each case. (MN)
Descriptors: Concept Formation, Conferences, Elementary Education, Elementary School Mathematics
Peer reviewedNesher, Pearla; Peled, Irit – Educational Studies in Mathematics, 1986
The process of transition from a novice's state to that of an expert, in the domain of decimals, is described in terms of explicit, intermediate, and transitional rules which are consistent yet erroneous. Data from students in grades 6-9 are included. (MNS)
Descriptors: Cognitive Processes, Decimal Fractions, Educational Research, Elementary School Mathematics
