An Analysis of the Relationship between Students' Understanding and their Word Problem Solving Strategies of Multiplication and Division of Fractions

Kim, Kyungmi; Whang, Woo-Hyung

doi:10.7468/mathedu.2011.50.3.337

Cited by 2 publications

(1 citation statement)

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“…Children, and even some adults, exhibit misconceptions about the complex conceptual structure of fractions (Ni & Zhou, 2005;Siegler, Fazio, Bailey, & Zhou, 2013;Siegler, Thompson, & Schneider, 2011;Stigler, Givvin, & Thompson, 2010). Such difficulties have also been reported in high mathematicsachieving countries such as South Korea (Kim & Whang, 2011Kwon, 2003;Pang & Li, 2008). Students also encounter problems in learning to understand decimals (Rittle-Johnson, Siegler, & Alibali, 2001), but generally master the magnitudes of decimals before fractions (Iuculano & Butterworth, 2011).…”

Section: Conceptual and Processing Differences Between Fractions And mentioning

confidence: 96%

Conceptual and procedural distinctions between fractions and decimals: A cross-national comparison

et al. 2016

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a b s t r a c tPrevious work has shown that adults in the United States process fractions and decimals in distinctly different ways, both in tasks requiring magnitude judgments and in tasks requiring mathematical reasoning. In particular, fractions and decimals are preferentially used to model discrete and continuous entities, respectively. The current study tested whether similar alignments between the format of rational numbers and quantitative ontology hold for Korean college students, who differ from American students in educational background, overall mathematical proficiency, language, and measurement conventions. A textbook analysis and the results of five experiments revealed that the alignments found in the United States were replicated in South Korea. The present study provides strong evidence for the existence of a natural alignment between entity type and the format of rational numbers. This alignment, and other processing differences between fractions and decimals, cannot be attributed to the specifics of education, language, and measurement units, which differ greatly between the United States and South Korea.

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Section: Conceptual and Processing Differences Between Fractions And mentioning

confidence: 96%

Conceptual and procedural distinctions between fractions and decimals: A cross-national comparison

et al. 2016

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An analysis of 6th graders' cognitive structure about division of fraction - Application of Word Association Test(WAT) -

Lee¹,

Lee²

2014

The Mathematical Education

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An Analysis of the Relationship between Students' Understanding and their Word Problem Solving Strategies of Multiplication and Division of Fractions

Cited by 2 publications

References 21 publications

Conceptual and procedural distinctions between fractions and decimals: A cross-national comparison

Conceptual and procedural distinctions between fractions and decimals: A cross-national comparison

An analysis of 6th graders' cognitive structure about division of fraction - Application of Word Association Test(WAT) -

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