The representation of fraction magnitudes and the whole number bias reconsidered.

147 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Developmental Changes in Working Memory, Updating, and Math Achievement. (2016, result): “…involve not only fractions, the present finding suggests that earlier competencies in whole numbers provide little predictive power for how well children will perform when they first encounter fractions (DeWolf & Vosniadou, 2015; Hartnett & Gelman, 1998; c.f., Siegler, Thompson, & Schneider, 2011).”
Variability in the natural number bias: Who, when, how, and why (2015, background): “For example, in accordance with previous research on fraction magnitude comparisons (e.g., Schneider & Siegler, 2010; DeWolf & Vosniadou, 2015) found that when magnitude differences were great, participants were more likely to make quick decisions, which were presumably based on accessing…”
Improving fraction understanding in sixth graders with mathematics difficulties: Effects of a number line approach combined with cognitive learning strategies. (2019, background): “Students often incorrectly apply whole number logic to fractions (DeWolf & Vosniadou, 2015; Siegler, Thompson, & Schneider, 2011; Vamvakoussi & Vosniadou, 2010), and the problem seems to be especially pervasive in low-achieving students (Malone & Fuchs, 2017).”