Proportional reasoning: a case study highlighting its significance in mathematics curriculum

Green, John M. (2008) Proportional reasoning: a case study highlighting its significance in mathematics curriculum. In: 5th International Conference on Science, Mathematics and Technology Education 2008: Science Mathematics and Technology Education: Beyond Cultural Boundaries, 16-19 Jan 2008, Udon Thani, Thailand.

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Abstract

This paper outlines a study that was undertaken with a typical thirteen year old boy. This boy was experiencing
difficulty with his work on percentages, basic trigonometry and simple equation solving. Our intervention with
the boy led us to suspect that there was a connection between his understanding (or lack thereof) of these
concepts and his capacity to think and reason proportionally. As part of our investigation we explored several questions including 'How necessary is it that a child be able to think and reason proportionally?' and 'How
important is this skill for the successful understanding of other mathematical concepts?' The paper documents our experiences, describing the many strategies that we used to help this boy improve his capacity to think and reason proportionally. It reports his progress over a period of several weeks, and analyses his learning and his attitude/s to what he was learning. Most importantly this study serves to highlight the important interrelationship between proportional reasoning and other math topics such as trigonometry, percentages and equation solving.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: Copyright 2008 by the authors. No part of these proceedings may be reproduced by any means without permission.
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 11 Sep 2013 05:16
Last Modified: 11 Sep 2013 05:16
Uncontrolled Keywords: mathematical concepts; problem solving
Fields of Research : 17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology
01 Mathematical Sciences > 0199 Other Mathematical Sciences > 019999 Mathematical Sciences not elsewhere classified
13 Education > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy
Socio-Economic Objective: E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education
C Society > 93 Education and Training > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified
URI: http://eprints.usq.edu.au/id/eprint/24040

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