Intuitive errors in learners' fraction understanding: A dual-process perspective on the natural number bias.

Abstract

Although a good rational number understanding is very important, many learners struggle to understand fractions. Recent research attributes many of these difficulties to the natural number bias - the tendency to apply natural number features in rational number tasks where this is inappropriate. Previous correlational dual process studies found evidence for the intuitive nature of the natural number bias in learners' response latencies. However, the reported correlations do not ascertain the causality that is assumed in this ascription. In the present study we therefore experimentally elicited intuitive responses in a fraction comparison task in educated adults by restricting reaction time. Results show that the natural number bias has an intuitive character. Findings also indicate that the detection of conflict between the natural number-based answer and the correct answer seems to work at an intuitive level.