Whereas much is known about how we categorize and reason based on absolute quantity,
data exploring ratios of quantities, as in proportions and fractions, are comparatively sparse …

Multi-digit number processing is ubiquitous in our everyday life–even in school, multi-digit
numbers are computed from the first year onward. Yet, many problems children and adults …

This article proposes an integrated theory of acquisition of knowledge about whole numbers
and fractions. Although whole numbers and fractions differ in many ways that influence their …

We tested whether adults can use integrated, analog, magnitude representations to
compare the values of fractions. The only previous study on this question concluded that …

Two experiments investigated the whole number bias in the representation of fraction
magnitudes with adults. A fraction magnitude comparison task was used where half of the …

When school students compare the numerical values of fractions, they have frequently been
found to be biased by the natural numbers involved (eg, to believe that 1/4> 1/3 because 4> …

Fractions are well known to be difficult to learn. Various hypotheses have been proposed in
order to explain those difficulties: fractions can denote different concepts; their …

Abstract Knowledge of fractions is thought to be crucial for success with algebra, but
empirical evidence supporting this conjecture is just beginning to emerge. In the current …

Abstract Development of fraction number line estimation was assessed longitudinally over 5
time points between 4th and 6th grades. Although students showed positive linear growth …

We examined, on a trial-by-trial basis, fraction magnitude comparison strategies of adults
with more and less mathematical knowledge. College students with high mathematical …