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Tuğrul Kar, Gürsel Güler, Ceylan Şen & Ercan Özdemir. (2018) Comparing the development of the multiplication of fractions in Turkish and American textbooks. International Journal of Mathematical Education in Science and Technology 49:2, pages 200-226.
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Joseph Slattery & Olivia Fitzmaurice. (2014) ‘Ours is not to reason why, just invert and multiply’: an insight into Irish prospective secondary teachers' conceptual understanding of the division of fractions. Irish Educational Studies 33:4, pages 467-488.
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Wan-Hua Chan, Yuh-Chyn Leu & Chung-Ming Chen. (2007) Exploring Group-Wise Conceptual Deficiencies of Fractions for Fifth and Sixth Graders in Taiwan. The Journal of Experimental Education 76:1, pages 26-57.
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Okan KUZU & Osman ÇİL. (2022) Examination of Preservice Teachers’ Skills in Classifying Learning Objectives and Problem Posing Involving FractionsÖğretmen Adaylarının Kesirler Konusuna Yönelik Kazanım Sınıflandırma ve Problem Kurma Becerilerinin İncelenmesi1. Kastamonu Eğitim Dergisi 30:1, pages 141-160.
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Sarah R. Powell & Gena Nelson. (2020) University students' misconceptions about rational numbers: Implications for developmental mathematics and instruction of younger students. Psychology in the Schools 58:2, pages 307-331.
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Parmjit Singh, Teoh Sian Hoon, Nurul Akmal Md Nasir, Cheong Tau Han, Syazwani Mr Rasid & Joseph Boon Zik Hoong. (2021) Obstacles Faced by Students in Making Sense of Fractions. The European Journal of Social & Behavioural Sciences 30:3, pages 3282-3299.
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Lena Wessel. (2019) Vocabulary in learning processes towards conceptual understanding of equivalent fractions—specifying students’ language demands on the basis of lexical trace analyses. Mathematics Education Research Journal 32:4, pages 653-681.
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Duygu DURAN UZUN & Timur KOPARAN. (2020) Rasyonel Sayılar Konusu ile İlgili Kavram Yanılgılarının Giderilmesinde Kavramsal Değişim Yaklaşımının Etkisinin İncelenmesi. Cumhuriyet International Journal of Education.
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Dinda Mahardika & R I I Putri. (2020) Design division mixed fractions materials using PMRI and lesson study. Journal of Physics: Conference Series 1470:1, pages 012016.
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Jeferson Gomes Moriel Junior, Gladys Denise Wielewski & José Carrillo. (2019) Meta-análise sobre Conhecimento para Ensinar Divisão de Frações. Bolema: Boletim de Educação Matemática 33:65, pages 988-1026.
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Serap AKBABA DAĞ & Özlem DOĞAN TEMUR. (2019) Sınıf Öğretmeni Adaylarının Kesir ve Kesir Öğretim Bilgilerinin İncelenmesiExamining Pre-service Primary School Teachers Knowledge About Fractions and Fractional Teaching Knowledge. Kastamonu Eğitim Dergisi 27:6, pages 2569-2581.
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Esen ERSOY & Belma TÜRKER BİBER. (2019) Fractions Teaching for 6th Graders through Creative Drama MethodYaratıcı Drama Yöntemi ile 6. Sınıflarda Kesir Öğretimi. Sakarya University Journal of Education 9:2, pages 243-260.
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David Maximiliano Gómez & Pablo Dartnell. (2018) Middle Schoolers’ Biases and Strategies in a Fraction Comparison Task. International Journal of Science and Mathematics Education 17:6, pages 1233-1250.
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Duygu ÖZDEMİR & Bilal ÖZÇAKIR. (2019) Kesirlerin Öğretiminde Artırılmış Gerçeklik Etkinliklerinin 5.sınıf Öğrencilerinin Matematik Başarılarına ve Tutumlarına Etkisinin İncelenmesiAn Analysis of The Effects of Augmented Reality Activities in Teaching Fractions on 5th Grade Students’ Math Achievement and Attitudes. Adıyaman Üniversitesi Eğitim Bilimleri Dergisi 9:1, pages 21-41.
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Susanne Prediger & Lena Wessel. (2017) Brauchen mehrsprachige Jugendliche eine andere fach- und sprachintegrierte Förderung als einsprachige?Do multilingual students require other kinds of content- and language-integrated interventions than monolingual students?. Zeitschrift für Erziehungswissenschaft 21:2, pages 361-382.
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Hayal Yavuz Mumcu. (2017) Pedagojik Alan Bilgisi Bağlamında Öğretmen Adaylarının Kesirlerdeki Kavram Yanılgılarını Giderme Yeterliklerinin Farklı Değişkenlere Göre İncelenmesi. Bartın Üniversitesi Eğitim Fakültesi Dergisi, pages 1264-1292.
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Aydogdu İskenderoglu Tuba. (2017) The problems posed and models employed by primary school teachers in subtraction with fractions. Educational Research and Reviews 12:5, pages 239-250.
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Olivera ŽivanovićS.S.. (2017) Problems of pupils in development representation of difference in teaching mathematics. Metodicka praksa 17:2, pages 231-246.
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Belgin Bal-Incebacak & Esen Ersoy. (2017) Developing An Achievement Test for Fraction Teaching: Validity and Reliability Analysis. ITM Web of Conferences 13, pages 01003.
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Susanne Prediger & Lena Wessel. (2013) Fostering German-language learners’ constructions of meanings for fractions—design and effects of a language- and mathematics-integrated intervention. Mathematics Education Research Journal 25:3, pages 435-456.
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Melihan Unlu & Erhan Ertekin. (2012) Why do Pre-Service Teachers Pose Multiplication Problems Instead of Division Problems in Fractions?. Procedia - Social and Behavioral Sciences 46, pages 490-494.
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