• Journal of Educational Research in Mathematics
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• v.24 no.1
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• pp.83-102
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• 2014

The purpose of this study was to explore students' understanding on units embedded in multiple interpretations of fractions: (a) part-whole relationships, (b) measures, (c) quotients, (d) ratios, and (e) operators. A total of 150 sixth graders in elementary schools were surveyed by a questionnaire comprised of 20 tasks in relation to multiple interpretations of fractions. As results, students' performance on units varied depending on the interpretations of fractions. Students had a tendency to regard the given whole as the unit, which led to incorrect answers. This study suggests that students should have rich experience to identify and operate various units in the context of multiple fractions.