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Number sense in the transition from natural to rational numbers
Author(s) -
Van Hoof Jo,
Verschaffel Lieven,
Van Dooren Wim
Publication year - 2017
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/bjep.12134
Subject(s) - rational number , natural (archaeology) , natural number , number sense , mathematics education , task (project management) , relation (database) , mathematics , arithmetic , psychology , computer science , discrete mathematics , management , archaeology , database , economics , history
Background Rational numbers are of critical importance both in mathematics and in other fields of science. However, they form a stumbling block for learners. One widely known source of the difficulty learners have with rational numbers is the natural number bias, that is the tendency to (inappropriately) apply natural number properties in rational number tasks. Still, it has been shown that a good understanding of natural numbers is highly predictive for mathematics achievement in general, and for performance on rational number tasks in particular. Aims In this study, we further investigated the relation between learners' natural and rational number knowledge, specifically in cases where a natural number bias may lead to errors. Sample Participants were 140 sixth graders from six different primary schools. Method Participants completed a symbolic and a non‐symbolic natural number comparison task, a number line estimation task, and a rational number sense test. Results Learners' natural number knowledge was found to be a good predictor of their rational number knowledge. However, after first controlling for learners' general mathematics achievement, their natural number knowledge only predicted the subaspect of operations with rational numbers. Conclusion The results of this study suggest that the relation between learners' natural and rational number knowledge can largely be explained by their relation with learners' general mathematics achievement.