The development of rational number knowledge: Old topic, new insights. (June 2015)

• Record Type: Journal Article
• Authors: Vamvakoussi, Xenia
• Is Part Of: Learning and instruction. Volume 37(2015:Jun.)
• Page Start: 50
• Page End: 55
• Publication Date: 2015-06
• Subjects: Whole/natural number bias -- Rational number knowledge; Learning -- Periodicals; Teaching -- Periodicals; Apprentissage -- Périodiques; Enseignement -- Périodiques; Learning; Teaching; Periodicals; Electronic journals; 370.1
• DOI: 10.1016/j.learninstruc.2015.01.002
• Languages: English
• ISSNs: 0959-4752

Abstract

Abstract: The development of rational number knowledge has been studied extensively by mathematics education researchers, cognitive-developmental psychologists and, more recently, by neuroscientists as well. Building on a rich body of prior research, and some exciting new ideas, the target articles re-visit several topics, with a view to refine and deepen our understanding of how rational number understanding develops. The effect of prior natural number knowledge-either positive or adverse-on rational number learning is highlighted by all contributors. I draw on the articles to discuss five different aspects of the whole, or natural, number bias. Highlights: There are many reasons why the development of rational number knowledge is challenging for students. A major source of difficulty is the whole/natural number bias. Five different aspects of this bias are discussed. The positive role of prior natural number knowledge is also considered.