Teaching and Learning Fraction and Rational Numbers: The Origins and Implications of Whole Number Bias

By Yujing Ni, Yongying Zhou. 2005

677 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/c275d8d7b0b7a728555e9d0c3a628f82d6420d7f

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Citations in the corpus

How Many Decimals Are There Between Two Fractions? Aspects of Secondary School Students’ Understanding of Rational Numbers and Their Notation (2010, background): “Natural number knowledge interference (ie, applying natural number knowledge in situations when it is not appropriate) and problems with rational number notation are widely recognized as two major sources of students’ difficulty with rational numbers ( Moss, 2005 ; Ni & Zhou, 2005 ; Smith, Solomon”
Preservice elementary school teachers’ knowledge of fractions: a mirror of students’ knowledge? (2014, background): “This ‘whole number bias’ (Ni and Zhou 2005) results in errors and misconceptions since students’ prior conceptual framework of numbers does no longer hold.”
What Kinds of Numbers Do Students Assign to Literal Symbols? Aspects of the Transition from Arithmetic to Algebra (2012, background): “This interference is known in the literature as the “whole number bias” ( Ni & Zhou, 2005 ).”
Conceptual knowledge of fraction arithmetic. (2015, background): “This well-documented error involves treating fraction numerators and denominators as independent whole numbers, as when claiming that 1/2 + 1/2 = 2/4 (Gelman, 1991; Hecht & Vagi, 2010; Mack, 2005; Ni & Zhou, 2005; Stafylidou & Vosniadou, 2004; Van Hoof, Lijnen, Verschaffel, & Van Dooren, 2013).”
Diagnosing misconceptions: Revealing changing decimal fraction knowledge. (2015, background): “Students incorrectly apply their generally well-developed knowledge about whole numbers to decimals, sometimes referred to as the whole number bias (Ni & Zhou, 2005).”