从整数偏见到间隔思考：大学生在分数比较中的策略选择及其与数学能力和认知能力的关系

Abstract Fractions pose a significant challenge for many students. Several flawed strategies have been identified in elementary and secondary students when selecting the larger of two fractions: the whole number strategy (choosing the larger numerals), the reverse strategy (choosing the smaller numerals), and the gap strategy (choosing the smaller difference between numerator and denominator). The prevalence of these strategies among university students is unknown. In the present study, we used specially designed stimuli and cluster analysis to identify fraction comparison strategy use among 9