A holistic investigation of fraction learning: examining the hierarchy of fraction skills, misconceptions, mathematics anxiety and response confidence
Year: 2024
Type: article
Study design: Observational Study
Abstract: This study aimed to holistically investigate fraction knowledge by considering pupils’ fraction performance on various tasks (i.e. mapping, equivalence, comparison, and arithmetic) and in relation to whole number arithmetic, fraction misconceptions, mathematics anxiety, and confidence in responses. Northern Irish pupils (N = 123; 77 girls; Mage = 11.1 years) demonstrated a strong understanding of fraction magnitudes with few pupils showcasing misconceptions across magnitude tasks. In contrast, fraction arithmetic knowledge, which was uniquely predicted by whole number arithmetic and fraction comparison, was still developing with many pupils incorrectly applying whole number strategies to arithmetic problems. Mathematics anxiety was low, but negatively correlated with performance, and confidence reports were more closely aligned with performance on whole number arithmetic compared to fraction tasks. Overall, researchers and educators need to consider not just fraction performance, but also foundational skills, the presence of misconceptions, and pupils’ feelings and beliefs to better understand fraction learning.
Source: Journal of Cognitive Psychology
Authors: Chang Xu, Sabrina Di Lonardo Burr, Nuala McNally-Edwards, Caitlin McShane, Lucy Wan, Judith Wylie
Institutions: Queen's University Belfast, University of Sheffield
Language: English
Subfield: Statistics and Probability
Field: Mathematics
Domain: Physical Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4401464053