Second-graders' understanding of comparison tasks

The paper examines students' understanding of relational terminology and their achievement in solving comparison tasks identified the existing literature as most difficult among with a single calculation operation. We expand previous research by examining on more complex which problems are subproblems within combining problem; two comparisons, effect consistency different semantic structure. results indicate that effect, is reflected use wrong operation due to misunderstanding terminology, was dominant problem for students when tasks. number comparisons task, well structure problem, did not prove be significant factors affecting success. In addition, existence moderate connection between consistent inconsistent formulations exists only it possible determine whether demonstrate deeper Conceptual built through more/less relations structures complexity.