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The performance of 29 Grade 6 children on eight number line tasks is descriptively analysed with regard to three types of misconceptions. The first is conceptual; over-generalised part-whole unit-forming. The other two are semiotic misreadings of inscriptions, namely counting lines and decimalising. Success on these number line tasks, possible examples of the measure sub-construct of fractions, is descriptively compared to the children’s performance on tasks assessing conservation and the additivity concept of length measurement, and on multiplication and division items.

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Open Access Conference Paper

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Open Access