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Fraction Magnitude Student Explanations: A Latent Class Analysis

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Title: Fraction Magnitude Student Explanations: A Latent Class Analysis
Language: English
Authors: Lindy Crawford (ORCID 0000-0001-8294-8046), Jacqueline Huscroft-D’Angelo (ORCID 0000-0002-8094-5164), Sarah Quebec Fuentes (ORCID 0000-0001-6986-7137), Matthew C. Lambert (ORCID 0000-0002-7387-3780)
Source: International Electronic Journal of Mathematics Education. 2026 21(1).
Availability: International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com
Peer Reviewed: Y
Page Count: 14
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Grade 6
Descriptors: Fractions, Mathematics Instruction, Mathematical Concepts, Concept Formation, Knowledge Level, Elementary School Students, Grade 4, Grade 5, Grade 6, Mathematical Logic
Geographic Terms: Texas, Oregon
Assessment and Survey Identifiers: Wide Range Achievement Test
ISSN: 1306-3030
Abstract: 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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505473
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1505473
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IllustrationInfo
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  Data: Fraction Magnitude Student Explanations: A Latent Class Analysis
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Lindy+Crawford%22">Lindy Crawford</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8294-8046">0000-0001-8294-8046</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jacqueline+Huscroft-D%27Angelo%22">Jacqueline Huscroft-D’Angelo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8094-5164">0000-0002-8094-5164</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sarah+Quebec+Fuentes%22">Sarah Quebec Fuentes</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6986-7137">0000-0001-6986-7137</externalLink>)<br /><searchLink fieldCode="AR" term="%22Matthew+C%2E+Lambert%22">Matthew C. Lambert</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7387-3780">0000-0002-7387-3780</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Electronic+Journal+of+Mathematics+Education%22"><i>International Electronic Journal of Mathematics Education</i></searchLink>. 2026 21(1).
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  Data: International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com
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  Data: Y
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  Data: 14
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  Data: 2026
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Fractions%22">Fractions</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+Concepts%22">Mathematical Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Formation%22">Concept Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+Logic%22">Mathematical Logic</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink><br /><searchLink fieldCode="DE" term="%22Oregon%22">Oregon</searchLink>
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  Data: <searchLink fieldCode="SU" term="%22Wide+Range+Achievement+Test%22">Wide Range Achievement Test</searchLink>
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  Data: 1306-3030
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: As Provided
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  Label: Entry Date
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  Data: 2026
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  Label: Accession Number
  Group: ID
  Data: EJ1505473
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1505473
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
    Subjects:
      – SubjectFull: Fractions
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Mathematical Concepts
        Type: general
      – SubjectFull: Concept Formation
        Type: general
      – SubjectFull: Knowledge Level
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Grade 6
        Type: general
      – SubjectFull: Mathematical Logic
        Type: general
      – SubjectFull: Texas
        Type: general
      – SubjectFull: Oregon
        Type: general
      – SubjectFull: Wide Range Achievement Test
        Type: general
    Titles:
      – TitleFull: Fraction Magnitude Student Explanations: A Latent Class Analysis
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            NameFull: Lindy Crawford
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            NameFull: Jacqueline Huscroft-D’Angelo
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            NameFull: Sarah Quebec Fuentes
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            NameFull: Matthew C. Lambert
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