How robust are learners’ misconceptions of fraction magnitude? An intervention study comparing the use of refutation and expository text

Although a good rational number understanding is of crucial importance for learners’ general maths achievement, many learners have misconceptions about fractions. An often described misconception is that a fraction’s numerical magnitude increases when its denominator, numerator, or both increase. The present intervention study investigated how robust this misconception is, after learners have specifically been instructed on the incorrectness of...