Hard Lessons: Why Rational Number Arithmetic Is So Difficult for So Many People

Abstract

Fraction and decimal arithmetic pose large difficulties for many children and adults. This is a serious problem because proficiency with these skills is crucial for learning more advanced mathematics and science and for success in many occupations. This review identifies two main classes of difficulties that underlie poor understanding of rational number arithmetic: inherent and culturally contingent. Inherent sources of difficulty are ones that are imposed by the task of learning rational number arithmetic, such as complex relations among fraction arithmetic operations. They are present for all learners. Culturally contingent sources of difficulty are ones that vary among cultures, such as teacher understanding of rational numbers. They lead to poorer learning among students in some places rather than others. We conclude by discussing interventions that can improve learning of rational number arithmetic.