Developmental path from whole number to fraction and decimal fraction in elementary mathematics.

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We examined that are there continuity from whole number to decimal fraction and from whole number to fraction or not in this study. The participants in this study were one hundred 3rd graders, one hundred twenty-two 4th graders, and eighty-nine 5th graders children. They were asked to answer a magnitude decision task for each three numbers; whole number, decimal fraction and fraction. A magnitude decision task was carried out on an original iPod application. The result showed that a correlation coefficient between whole number and decimal fraction was very strong and significant for all grades, but a coefficient between whole number and fraction was relative weak and it was not significant for 5th graders. These results indicated that there is continuity from whole number to decimal fraction, but there is discontinuity from whole number to fraction. And those suggested children did not use same number sense for whole number