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Fraction errors in a digital mathematics environment: Latent class and transition analysis

https://doi.org/10.5964/jnc.v5i2.150
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What this work says

Outgoing claims: the papers this work cites, builds on, or argues with.

inferredcites →https://doi.org/10.1002/9780470567333openalex-snapshot
Latent Class and Latent Transition Analysis
inferredcites →https://doi.org/10.1007/s10649-006-9036-2openalex-snapshot
Drawing on a Theoretical Model to Study Students’ Understandings of Fractions
inferredcites →https://doi.org/10.1007/s10649-011-9338-xopenalex-snapshot
Levels of students’ “conception” of fractions
inferredcites →https://doi.org/10.1007/s11423-006-9022-5openalex-snapshot
Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research
inferredcites →https://doi.org/10.1016/j.cedpsych.2012.07.001openalex-snapshot
Fractions: Could they really be the gatekeeper’s doorman?
inferredcites →https://doi.org/10.1016/j.cogpsych.2011.03.001openalex-snapshot
An integrated theory of whole number and fractions development
inferredcites →https://doi.org/10.1016/j.compedu.2014.03.019openalex-snapshot
Alignment of game design features and state mathematics standards: Do results reflect intentions?
inferredcites →https://doi.org/10.1016/j.jecp.2012.06.004openalex-snapshot
Competence with fractions predicts gains in mathematics achievement
inferredcites →https://doi.org/10.1016/j.jecp.2012.07.009openalex-snapshot
Individual differences in conceptual and procedural fraction understanding: The role of abilities and school experience
inferredcites →https://doi.org/10.1016/j.jecp.2013.02.001openalex-snapshot
Developmental predictors of fraction concepts and procedures
inferredcites →https://doi.org/10.1016/j.jecp.2013.09.001openalex-snapshot
The impact of fraction magnitude knowledge on algebra performance and learning
inferredcites →https://doi.org/10.1016/j.jecp.2014.08.006openalex-snapshot
Development of fraction concepts and procedures in U.S. and Chinese children
inferredcites →https://doi.org/10.1016/j.learninstruc.2004.06.015openalex-snapshot
The development of students’ understanding of the numerical value of fractions
inferredcites →https://doi.org/10.1016/j.learninstruc.2014.03.002openalex-snapshot
Bridging the gap: Fraction understanding is central to mathematics achievement in students from three different continents
inferredcites →https://doi.org/10.1017/cbo9780511499531.002openalex-snapshot
Latent Class Analysis: The Empirical Study of Latent Types, Latent Variables, and Latent Structures
inferredcites →https://doi.org/10.1037//0003-066x.50.1.24openalex-snapshot
Reflections of evolution and culture in children's cognition: Implications for mathematical development and instruction.
inferredcites →https://doi.org/10.1037//0022-0663.91.1.175openalex-snapshot
Conceptual and procedural knowledge of mathematics: Does one lead to the other?
inferredcites →https://doi.org/10.1037//0096-3445.127.4.377openalex-snapshot
Conscious and unconscious strategy discoveries: A microgenetic analysis.
inferredcites →https://doi.org/10.1037/dev0000102openalex-snapshot
Developmental growth trajectories in understanding of fraction magnitude from fourth through sixth grade.
inferredcites →https://doi.org/10.1037/dev0000275openalex-snapshot
Development of fraction comparison strategies: A latent transition analysis.
inferredcites →https://doi.org/10.1080/01621459.1995.10476572openalex-snapshot
Bayes Factors
inferredcites →https://doi.org/10.1080/10705510701575396openalex-snapshot
Deciding on the Number of Classes in Latent Class Analysis and Growth Mixture Modeling: A Monte Carlo Simulation Study
inferredcites →https://doi.org/10.1080/19345747.2013.856978openalex-snapshot
A Randomized Trial of an Elementary School Mathematics Software Intervention: Spatial-Temporal Math
inferredcites →https://doi.org/10.1093/oso/9780195077872.001.0001openalex-snapshot
Emerging Minds
inferredcites →https://doi.org/10.1111/desc.12155openalex-snapshot
Early predictors of middle school fraction knowledge
inferredcites →https://doi.org/10.1111/j.1467-8535.2008.00870_4.xopenalex-snapshot
Beyond technology: Children's learning in the age of digital culture – By Buckingham, David
inferredcites →https://doi.org/10.1177/001440291408000207openalex-snapshot
Detecting and Correcting Fractions Computation Error Patterns
inferredcites →https://doi.org/10.1177/0022219416629647openalex-snapshot
Error Patterns in Ordering Fractions Among At-Risk Fourth-Grade Students
inferredcites →https://doi.org/10.1177/0022219416662033openalex-snapshot
Delaware Longitudinal Study of Fraction Learning: Implications for Helping Children With Mathematics Difficulties
inferredcites →https://doi.org/10.1177/0956797612440101openalex-snapshot
Early Predictors of High School Mathematics Achievement
inferredcites →https://doi.org/10.1207/s15327809jls0402_2openalex-snapshot
Cognitive Tutors: Lessons Learned
inferredcites →https://doi.org/10.21890/ijres.61754openalex-snapshot
The Common Core State Standards for Mathematics
inferredcites →https://doi.org/10.2307/749431openalex-snapshot
Confounding Whole-Number and Fraction Concepts When Building on Informal Knowledge
inferredcites →https://doi.org/10.4324/9780203063538-9openalex-snapshot
The relationship between initial meaningful and mechanical knowledge of arithmetic
inferredcites →https://doi.org/10.4324/9780203803165openalex-snapshot
Teaching Fractions and Ratios for Understanding
inferredcites →https://doi.org/10.4324/9781315044606-5openalex-snapshot
Mathematical, Cognitive, and Instructional Analyses of Decimal Fractions
inferredcites →https://doi.org/10.4324/9781315755649-14openalex-snapshot
Latent Transition Analysis
inferredcites →https://doi.org/10.5860/choice.29-5469openalex-snapshot
The State of mathematics achievement: NAEP's 1990 assessment of the nation and the trial assessment of the states
inferredcites →https://doi.org/10.5860/choice.34-5984openalex-snapshot
Emerging minds: the process of change in children's thinking
inferredcites →https://doi.org/10.5951/teacchilmath.18.1.0032openalex-snapshot
Winning the “Hundred Years' War”
inferredcites →https://doi.org/10.7771/1932-6246.1161openalex-snapshot
Persistent and Pernicious Errors in Algebraic Problem Solving

What points at this work

Incoming claims: where this work appears in other papers’ reference lists and arguments.

inferred← citeshttps://doi.org/10.2139/ssrn.4683895openalex-extracted
Profiles of Flexibility with Fraction Arithmetic and Their Connection to Algebra Readiness
inferred← citeshttps://doi.org/10.1007/s10649-025-10428-7openalex-snapshot
The omnipresence of the Letter-as-Object misconception: a multilevel Latent Transition Analysis on understanding variables
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2026.102454openalex-snapshot
Finding their way: Students’ fraction misconceptions and errors over two years of fraction learning
inferred← citeshttps://doi.org/10.1016/j.lindif.2024.102548openalex-snapshot
Transitions between conceptual and procedural knowledge profiles. Patterns in understanding fractions and indicators for individual differences
inferred← citeshttps://doi.org/10.1177/09388982261422703openalex-snapshot
Errors in Fraction Arithmetic Among Sixth-Grade Students With Mathematics Difficulties
inferred← citeshttps://doi.org/10.15294/kreano.v13i1.35275openalex-snapshot
Analysis of Elementary School Students' Difficulties in Fraction Addition
inferred← citeshttps://doi.org/10.23887/jpp.v55i2.47037openalex-snapshot
Pengembangan Multimedia Animasi Powtoon Berbasis Konstruktivis Pada Materi Pecahan Sederhana di Kelas IV SD
inferred← citeshttps://doi.org/10.47836/pjssh.29.1.07openalex-snapshot
Applying Fractional Strategies on Number Line among Primary School Students
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