Accessibility statement

Numer8ED.2

The foundations of understanding fractions and decimal numbers

Why do some people struggle with rational numbers whilst others manage to learn these well? What cognitive mechanisms support rational number processing and can we identify these? Improving understanding of the mechanisms supporting rational number learning is vital for developing strategies to support these mechanisms and improve rational number learning.

Following on from the original Numer8ED project, this ESRC-funded project will establish how to overcome the difficulties many children and adults experience when encountering rational numbers such as fractions and decimal numbers (e.g., 1/3, 2.14). We will identify factors leading to proficiency with rational numbers.

The currently low levels of rational number proficiency impede access to STEM-related subjects and hinder optimal health-related and financial decisions. Furthermore, the gap in mathematics achievement between advantaged and disadvantaged children in the UK has been exacerbated by the COVID-19 pandemic in 2020.

We will use cognitive psychological research to investigate how best to improve proficiency with rational numbers

This project is divided into three parts:

  1. A longitudinal study to identify which cognitive precursor skills predict later proficiency with rational numbers
  2. Eye-tracking studies to discover the mechanisms by which those precursor skills support the development of rational number proficiency
  3. Developing a training to increase competence with rational numbers

ESRC logo