New #publication "The Interplay Between the #NaturalNumberBias and Fraction Magnitude Processing in Low-Achieving Students" published #openaccess in @FrontEducation | doi.org/10.3389/feduc.…
This article is part of the #ResearchTopic "Psychology and Mathematics Education" | frontiersin.org/research-topic…
We investigate 234 individual students’ profiles of the occurrence of the natural number bias and their ability to process fraction magnitude.
Cluster analysis on the comparison task revealed 3 clusters: Typical Bias (better performance on items congruent to natural number-based reasoning), Reverse Bias (better performance on incongruent items), and No Bias (similar performance on congruent and incongruent items).
Only students in the No Bias cluster but not students in the other clusters demonstrated a distance effect in symbolic fraction comparison, suggesting fraction magnitude processing.
Linear mixed models on the percent absolute error in the magnitude estimation task revealed significantly lower percent absolute error for students in the No Bias cluster compared to students in the other two clusters.
These results suggest that the occurrence of the natural number bias and the ability to process fraction magnitude are closely related.
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