Unveiling Elementary School Students' Thinking Processes in Conquering The Natural Number Bias
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| Publicado en: | International Electronic Journal of Elementary Education vol. 17, no. 4 (Jun 2025), p. 541-554 |
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International Electronic Journal of Elementary Education
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| Acceso en liña: | Citation/Abstract Full Text Full Text - PDF Full text outside of ProQuest |
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| 024 | 7 | |a 10.26822/iejee.2025.398 |2 doi | |
| 035 | |a 3267022228 | ||
| 045 | 2 | |b d20250601 |b d20250630 | |
| 084 | |a 151929 |2 nlm | ||
| 100 | 1 | |a Rahayuningsih, Sri |u Universitas Negeri Malang, Indonesia. | |
| 245 | 1 | |a Unveiling Elementary School Students' Thinking Processes in Conquering The Natural Number Bias | |
| 260 | |b International Electronic Journal of Elementary Education |c Jun 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a This study sought to understand how students activate number sense in determining the position of fractions on a number line and identify how the natural number bias and number sense influences students' thinking processes. The study utilized the Cognitive Task Analysis (CTA), involving four fifth-grade elementary students as the research subjects. The findings from this study suggest that students activate number sense in many ways, i.e. by comprehending the value and denominator of a fraction, dividing the number line into equal parts, and measuring distances based on fractions. However, the natural number bias could hinder students' number sense, leading to their misunderstanding of the relationship between the fraction value and denominator. This misunderstanding may result in errors in comparing fractions, adding or subtracting fractions, and solving problems involving fractions. This study contributes to understanding the role of number lines in developing students' number sense and formulating recommendations for mathematics teachers on how to identify and address the natural number | |
| 653 | |a Students | ||
| 653 | |a Teaching methods | ||
| 653 | |a Task analysis | ||
| 653 | |a Mathematics | ||
| 653 | |a Bias | ||
| 653 | |a Mathematics teachers | ||
| 653 | |a Cognitive ability | ||
| 653 | |a Teacher Role | ||
| 653 | |a Number Concepts | ||
| 653 | |a Elementary School Mathematics | ||
| 653 | |a Teacher Effectiveness | ||
| 653 | |a Literature Reviews | ||
| 653 | |a Cognitive Processes | ||
| 653 | |a Intuition | ||
| 653 | |a Mathematics Education | ||
| 653 | |a Elementary Education | ||
| 653 | |a Student Improvement | ||
| 653 | |a Elementary School Students | ||
| 653 | |a Instructional Effectiveness | ||
| 653 | |a Fractions | ||
| 653 | |a Elementary Schools | ||
| 653 | |a Visual Aids | ||
| 653 | |a Mathematical Concepts | ||
| 653 | |a Educational Strategies | ||
| 700 | 1 | |a Jaafar, Wan Marzuki Bin Wan |u Wan Marzuki Bin Wan Jaafar, Universiti Putra Malaysia, Malaysia. | |
| 700 | 1 | |a Kamarudin, Nurzatulshima |u Nurzatulshima Kamarudin, Universiti Putra Malaysia, Malaysia. | |
| 700 | 1 | |a Gazali, Muhammad |u Muhammad Gazali, Universitas Negeri Malang, Indonesia, | |
| 773 | 0 | |t International Electronic Journal of Elementary Education |g vol. 17, no. 4 (Jun 2025), p. 541-554 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3267022228/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3267022228/fulltext/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3267022228/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full text outside of ProQuest |u http://eric.ed.gov/?id=EJ1481660 |