Abstract
The development of rational number knowledge has been studied extensively by mathematics education researchers, cognitive-developmental psychologists and, more recently, by neuroscientists as well. Building on a rich body of prior research, and some exciting new ideas, the target articles re-visit several topics, with a view to refine and deepen our understanding of how rational number understanding develops. The effect of prior natural number knowledge-either positive or adverse-on rational number learning is highlighted by all contributors. I draw on the articles to discuss five different aspects of the whole, or natural, number bias.
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