## Abstract

The chapter describes the framework theory approach to conceptual change and explains how it is applied to the development of rational number knowledge. Unlike existing approaches that emphasize continuities between natural and rational number, the framework theory approach to conceptual change focuses more on discontinuities. We argue that understanding these discontinuities is critical in order to explain students’ difficulties and the formation of misconceptions. The empirical evidence that supports the application of the framework theory approach to the development of rational number is discussed. The chapter also outlines some of the principles for the design of mathematics instruction that arise from this perspective with an emphasis on rational number learning.

Original language | English |
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Title of host publication | Heterogeneous Contributions to Numerical Cognition |

Subtitle of host publication | Learning and Education in Mathematical Cognition |

Editors | Wim Fias, Avishai Henik |

Place of Publication | London, UK |

Publisher | Elsevier Inc. |

Chapter | 5 |

Pages | 95-115 |

Number of pages | 21 |

ISBN (Print) | 9780128174142 |

DOIs | |

Publication status | Published - 2021 |

## Keywords

- Conceptual change
- Educational implications
- Natural number bias
- Number cognition
- Rational number development