Modeling the developmental trajectories of rational number concept(s)

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Student Teachers’ and Experienced Teachers’ Professional Vision of Students’ Understanding of the Rational Number Concept (2020, unknown): “Studies have shown that conceptual change from natural to rational numbers is a long process, and natural number bias can result in misconceptions during many phases of the process (Kainulainen et al. 2017; McMullen et al. 2015).”
Spontaneous Focusing on Quantitative Relations in the Development of Children's Fraction Knowledge (2014, background): “The finding that those children who spontaneously focused on quantitative relations in first grade had higher conceptual knowledge of fractions in fourth grade has potential implications for the investigation of conceptual change with fractions (McMullen et al., 2014; Vamvakoussi et al., 2012; Vamva”