I wonder if the reason so many of them had difficulty with "a quarter of an hour" could be that it's an analogue rather than a digital concept, or at least it's far more intuitive if you're used to looking at analogue clocks and watches, on which it's obvious 15 minutes is a quarter of an hour, than if you're used to digital, numerical, displays. I think so many of them said "25 minutes" because they were thinking of a quarter being 25 percent of something.
Yes and this is exactly the issue. Analogue visualization, stepwise planning and analysis, reading comprehension, general critical thinking skills are not being promoted and fostered in the US educational system. We're already to a point that college students look up, or ask for, a final direct answer or action to be taken. There is little, if any, concern with how the answer was derived or that it may be incorrect, even dangerous.
I see it clearly in the networking and programming class. Questions, based on experience and covered material, but meant to promote discussion, estimation, and ZOMGS flat out guessing the next concepts and steps, are met with immediate typing or talking to SIRI looking for the answer rather than participating in the exercise of thinking through the needs and requirements and possibilities of solving the puzzle. I say puzzle because they have the pieces, well most of them, the important ones, they just have to glue it together.
It's a critical moment that occurs several times during those classes. And the majority of students over the past five years have been woefully lacking. For disclosure, these are military prep cadets, from across the country, generally top students pursuing careers. They are good students with excellent habits. But problem solving is not their forte and it has become undeniable. I'm having to wholly revamp teaching around the concept that they will do the job as instructed without caring that it is or isn't functional, efficient, or applicable to any future solution.