Logopedics, Vol. 16 No. 1, 2026.
Original scientific paper
https://doi.org/10.31299/log.16.1.2
Natural number bias and rational number misconceptions: achievement and errors of sixth-grade students in tasks involving non-negative fractions and decimal numbers
Magdalena Živković
; Zlatni cekin – Center for Rehabilitation and Education of Children, Slavonski Brod, Croatia
Marija Jozipović
; University of Zagreb, Faculty of Education and Rehabilitation Sciences, Department of Speech and Language Pathology, Zagreb
*
Mirjana Lenček
; University of Zagreb, Faculty of Education and Rehabilitation Sciences, Department of Speech and Language Pathology, Zagreb
* Corresponding author.
Abstract
Rational numbers are the first to demonstrate to students that the principles governing natural numbers do not apply to all numbers. Consequently, knowledge of natural numbers, which is always acquired earlier, may present a conceptual or procedural obstacle to the later acquisition of other number sets. When working with rational numbers, students often rely on previously acquired principles related to natural numbers, which frequently leads to difficulties in understanding rational numbers or errors in problem solving. This phenomenon is known as the natural number bias. In addition, the set of rational numbers includes various notations, which may give rise to specific categories of errors related to the so-called rational number misconceptions. The aim of this study was to examine the performance of sixth grade students on tasks with rational numbers, with tasks involving natural numbers serving as a control. The sample comprised 21 sixth-grade students, and the tasks included number writing, number comparison, conversion between different representations (notations) of rational numbers, and placing given numbers on the number line. The results of quantitative analysis indicate that students are more successful in solving tasks involving natural numbers, whereas within the set of rational numbers they experience greatest difficulties with fractions. Qualitative analysis showed that patterns and categories of errors can be explained as manifestations of the natural number bias and rational number misconceptions. These findings highlight the overall complexity of rational numbers, especially in cases of mathematical difficulties.
Keywords
natural number bias; rational number misconceptions; mathematical difficulties; fractions; decimal numbers
Hrčak ID:
350389
URI
Publication date:
30.8.2026.
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