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Why is learning fraction and decimal arithmetic so difficult?

Developmental review, 2015-12, Vol.38, p.201-221

2015

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Taking the relational structure of fractions seriously: Relational reasoning predicts fraction knowledge in elementary school children

Contemporary educational psychology, 2020-07, Vol.62, p.101896, Article 101896

2020

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Exploring the impact of a fraction sense intervention in authentic school environments: An initial investigation

Journal of experimental child psychology, 2024-08, Vol.244, p.105954, Article 105954

2024

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Does initial learning about the meaning of fractions present similar challenges for students with and without adequate whole-number skill?

Learning and individual differences, 2018-01, Vol.61, p.151-157

2018

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General and math-specific predictors of sixth-graders’ knowledge of fractions

Cognitive development, 2015-07, Vol.35, p.34-49

2015

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Fractions: Could they really be the gatekeeper’s doorman?

Contemporary educational psychology, 2012-10, Vol.37 (4), p.247-253

2012

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Why fractions are difficult? Modeling optimal and sub-optimal integration strategies of numerators and denominators by educated adults

Cognition, 2024-01, Vol.242, p.105656-105656, Article 105656

2024

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Number lines, but not area models, support children’s accuracy and conceptual models of fraction division

Contemporary educational psychology, 2019-07, Vol.58, p.288-298

2019

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Integrated knowledge of rational number notations predicts children’s math achievement and understanding of numerical magnitudes

Cognitive development, 2023-10, Vol.68, p.101380, Article 101380

2023

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Bridging the gap: Fraction understanding is central to mathematics achievement in students from three different continents

Learning and instruction, 2015-06, Vol.37, p.5-13

2015

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Identifying learning difficulties with fractions: A longitudinal study of student growth from third through sixth grade

Contemporary educational psychology, 2017-07, Vol.50, p.45-59

2017

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Relations of different types of numerical magnitude representations to each other and to mathematics achievement

Journal of experimental child psychology, 2014-07, Vol.123, p.53-72

2014

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The impact of fraction magnitude knowledge on algebra performance and learning

Journal of experimental child psychology, 2014-02, Vol.118, p.110-118

2014

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Pizzas or no pizzas: An advantage of word problems in fraction arithmetic?

Learning and instruction, 2023-08, Vol.86, p.101775, Article 101775

2023

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Individual differences in fraction arithmetic learning

Cognitive psychology, 2019-08, Vol.112, p.81-98

2019

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Training nonsymbolic proportional reasoning in children and its effects on their symbolic math abilities

Cognition, 2020-04, Vol.197, p.104154-104154, Article 104154

2020

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Number line unidimensionality is a critical feature for promoting fraction magnitude concepts

Journal of experimental child psychology, 2019-11, Vol.187, p.104657-104657, Article 104657

2019

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How to make failure productive: Fostering learning from errors through elaboration prompts

Learning and instruction, 2019-08, Vol.62, p.1-10

2019

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The influence of problem-posing task situation: Prospective primary teachers working with fractions

The Journal of mathematical behavior, 2024-03, Vol.73, p.101139, Article 101139

2024

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Surface-to-structure shifts in rational number categories

Cognitive development, 2023-10, Vol.68, p.101386, Article 101386

2023

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No calculation necessary: Accessing magnitude through decimals and fractions

Cognition, 2020-06, Vol.199, p.104219-104219, Article 104219

2020

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Examining the relation between whole numbers and fractions: A meta-analytic structural equation modeling approach

Contemporary educational psychology, 2021-10, Vol.67, p.102017, Article 102017

2021

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An integrated theory of whole number and fractions development

Cognitive psychology, 2011-06, Vol.62 (4), p.273-296

2011

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Conceptual explanations and understanding fraction comparisons

Learning and instruction, 2017-12, Vol.52, p.122-129

2017

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Cross-notation knowledge of fractions and decimals

Journal of experimental child psychology, 2022-01, Vol.213, p.105210-105210, Article 105210

2022

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Why is learning fraction and decimal arithmetic so difficult?

Taking the relational structure of fractions seriously: Relational reasoning predicts fraction knowledge in elementary school children

Exploring the impact of a fraction sense intervention in authentic school environments: An initial investigation

Does initial learning about the meaning of fractions present similar challenges for students with and without adequate whole-number skill?

General and math-specific predictors of sixth-graders’ knowledge of fractions

Fractions: Could they really be the gatekeeper’s doorman?

Why fractions are difficult? Modeling optimal and sub-optimal integration strategies of numerators and denominators by educated adults

Number lines, but not area models, support children’s accuracy and conceptual models of fraction division

Integrated knowledge of rational number notations predicts children’s math achievement and understanding of numerical magnitudes

Bridging the gap: Fraction understanding is central to mathematics achievement in students from three different continents

Identifying learning difficulties with fractions: A longitudinal study of student growth from third through sixth grade

Relations of different types of numerical magnitude representations to each other and to mathematics achievement

The impact of fraction magnitude knowledge on algebra performance and learning

Pizzas or no pizzas: An advantage of word problems in fraction arithmetic?

Individual differences in fraction arithmetic learning

Training nonsymbolic proportional reasoning in children and its effects on their symbolic math abilities

Number line unidimensionality is a critical feature for promoting fraction magnitude concepts

How to make failure productive: Fostering learning from errors through elaboration prompts

The influence of problem-posing task situation: Prospective primary teachers working with fractions

Surface-to-structure shifts in rational number categories

No calculation necessary: Accessing magnitude through decimals and fractions

Examining the relation between whole numbers and fractions: A meta-analytic structural equation modeling approach

An integrated theory of whole number and fractions development

Conceptual explanations and understanding fraction comparisons

Cross-notation knowledge of fractions and decimals

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