Examining natural number bias processes in elementary school students: A case study in Indonesia

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. Non-random 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.