Incorrect Ways of Thinking About the Size of Fractions

Abstract The literature has amply shown that primary and secondary school students have difficulties in understanding rational number size. Many of these are explained by the natural bias or use other incorrect reasoning such as gap thinking. However, many studies, types been inferred from comparing students’ accuracies multiple-choice items. Evidence supports ways indeed underlying is scarce. In present work, we carried out interviews with 52 seventh grade students. objective was to validate existence thinking about fraction size were previously patterns correct answers items, looking at verbalizations, examine whether resistant change. Students’ verbalizations support different previous studies Furthermore, high levels confidence their fact they reluctant change answer when confronted suggest may be