Fraction magnitude student explanations: A latent class analysis

The study examined the types of explanations students provide for fraction magnitude problems. Student responses were coded into one of five explanation types: (a) absent, (b) faulty, (c) conceptual-partially developed, (d) algorithmic, and (e) conceptual-fully developed. When examining latent classes specific to students’ explanations of their knowledge of fraction magnitude, a five-class model was the most tenable, conveying the presence of five distinct student profiles. The algorithmic class represented the largest percentage of student explanations and also revealed the strongest correlation with criterion measures. A combined algorithmic-conceptual class was not identified.

• Publication year

  2026

• Venue

  International Electronic Journal of Mathematics Education

• Publication date

  2026-01-01

• Fields of study

  Not labeled

• Identifiers
  DOI 10.29333/iejme/17446
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar

• No claims are published for this paper.

• No concepts are published for this paper.

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