Fraction mapping and fraction comparison skills among grade 4 Chinese students: An error analysis.
Sabrina Michelle Di LonardoChang XuHongxia LiJiwei SiJo-Anne LeFevreYangyang WangPublished in: The British journal of educational psychology (2022)
Emergent fraction learners can acquire part-whole knowledge of fractions without acquiring measurement interpretations of fractions. Moreover, misconceptions about different interpretations of fractions need not overlap. Awareness of the types of errors that students make can assist educators in identifying misconceptions early so that students do not build their fraction knowledge on erroneous beliefs.