The natural number bias and magnitude representation in fraction comparison by expert mathematicians

When school students compare the numerical values of fractions, they have frequently been found to be biased by the natural numbers involved (e.g., to believe that 1/4 > 1/3 because 4 > 3), thereby considering fractions componentially as two natural numbers rather than holistically as one number. Adult studies have suggested that intuitive processes could be the source of this bias, but also that adults are able to activate holistic rather than...