Sri Rahayuningsih, Ade Eka Anggriani, Mardhatillah, Siti Faizah, Mohammad Yusuf Randy, Aminuddin Hasan, Muhammad Ikram
Elementary, middle, and college students often encounter difficulties in grasping rational numbers and their properties. This qualitative study utilized a case study approach to examine the cognitive processes of elementary students affected by natural number bias, contributing to the advancement of cognitive theories in mathematics instruction. Nonrandom purposive sampling was employed to select participants, with 171 fifth-grade students in Malang undergoing a paper-and-pencil exam. After screening, only seven students qualified as research participants. Data collection involved mathematical tests and video-audio interviews, with responses recorded and analyzed through coding and interpretation. Investigator triangulation ensured reliability. The findings reveal that students predominantly use rule-based strategies for fractional operations and number sense strategies for fractional comparisons, demonstrating a clear distinction in their approaches. Furthermore, a pattern of systematic errors was identified: students relying on rule-based strategies tended to make errors in conceptual tasks, while those using number sense strategies struggled with procedural tasks. These results emphasize the importance of balancing rule-based procedural skills and number sense understanding in teaching. The study recommends developing comprehensive mathematics learning materials that promote diagram representation, problem-solving strategies, conceptual understanding of fractions, and mathematical reasoning to support students' deeper understanding of rational numbers. © 2025 Malque Publishing. All rights reserved.
Departement of Basic Education, Postgraduate Faculty, Basic Education Study Program, Universitas Negeri Malang, Indonesia; Universiti Putra Malaysia, Malaysia; Department of Mathematics, Faculty Mathmetaics and Natural Science, Universitas Negeri Makassar, Indonesia
