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…

This study revealed the fractional number sense form associated with daily life and the number sense of 8th-grade students with high academic success. This study aimed to determine fractional number sense which in eighth graders with high academic performance. This study has a qualitative patterned. The sample consisted of 20 students from the…

Research on cognitive obstacles related to fraction sense in preservice mathematics teachers is significant, because their success depends on their skills. The acquisition of fraction sense is a complicated problem requiring a strategy to solve it. This study presents cognitive obstacles with fraction sense tests in preservice who will teach in…

Learning rational number concepts is acknowledged as an important task but many learners find it difficult to make sense of them. This paper reports on a case study of the learning in a short (nine-lesson) learning programme for Grade 8 learners in a Namibian school, which sought to use visual models (circle area, bar area and number line) to…

The author wants her students to see any new mathematics--fractions, negative numbers, algebra--as logical extensions of what they already know. This article describes two students' efforts to make sense of their conflicting interpretations of 1/2 × -6, both of which were compelling and logical to them. It describes how discussion, constructing…

It is well documented in literature that rational number is an important area of understanding in mathematics. Therefore, it follows that teachers and students need to have an understanding of rational number and related concepts such as fraction multiplication and division. This practitioner reference paper examines models that are important to…

In general, units coordination refers to the relationships that students can maintain between various units when working within a numerical situation. It is critical that middle school students learn to coordinate three levels of units not only because of their importance in understanding fractions but also because of their implications for…

This research aims to analyze ways of understanding of students with mathematics learning disabilities when learning fraction. The research was conducted in an Inclusive Junior High School in the West Java Province, Indonesia. This study is qualitative, with the single-case (holistic) designs. The case will focus on three students who suspected of…

Rational numbers and particularly fractions are difficult for students. It is often claimed that the "natural number bias" underlies erroneous reasoning about rational numbers. This cross-sectional study investigated the natural number bias in first and fifth year secondary school students. Relying on dual process theory assumptions that…

The aim of this study was to propose and validate a structural model in fraction and decimal number addition, which is founded primarily on a synthesis of major theoretical approaches in the field of representations in Mathematics and also on previous research on the learning of fractions and decimals. The study was conducted among 1,701 primary…

The focus of the present synthesis reflects the research on programs, practices, and policies intended to improve mathematics outcomes funded through the Institute of Education Sciences' (IES's) National Center for Education Research (NCER) and National Center for Special Education Research (NCSER). The authors were asked to review those published…

The purpose of this article is to examine one possible extension of greatest common divisor (or highest common factor) from elementary number properties. The article may be of interest to teachers and students of the "Australian Curriculum: Mathematics," beginning with Years 7 and 8, as described in the content descriptions for Number…

Reflecting concerns about student attainment and participation in mathematics and science, the Effecting Principled Improvement in STEM Education ("epiSTEMe") project attempted to support pedagogical advancement in these two disciplines. Using principles identified as effective in the research literature (and combining these in a novel…

Despite the emphasis that children should have a robust sense of number and a thorough understanding of fraction (National Mathematics Advisory Panel, 2008), many students continue to struggle with these concepts. Booker Diagnostic Assessment Framework (Booker, 2011) can inform decision about teaching that improves students' learning outcomes.…