Identifying and supporting teachers’ robust understanding of proportional reasoning

Glassmeyer, David; Brakoniecki, Aaron; Amador, Julie M.

doi:10.1016/j.jmathb.2021.100873

Cited by 9 publications

(5 citation statements)

References 22 publications

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“…It requires thinking of more than one quantity, and an understanding the multiplicative relationships between quantities, where this may lead to delay in its development in children (Ben-Chaim et al, 2012;Branch, 2018;Nasir, 2018;Yeong et al, 2020). Many researchers have indicated that teachers at all levels of mathematics education find it difficult to understand proportional reasoning, and they make mathematical errors and misconceptions similar to what students make (Hines and McMahon, 2005;Ruchti, 2005;Lamon, 2007;Glassmeyer et al, 2021;Ozturk et al, 2021). Woolley et al (2018) has successfully identified common misconceived strategies that undergraduate students use in solving problems of proportional reasoning, and these strategies are listed as follows: Swapping ratios or units, failure to solve the problem to completion, failure to use proportion, and failure to create a proper ratio.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Error Analysis-Based Learning on Proportional Reasoning Ability of Seventh-Grade Students

Khasawneh

Al‐Barakat

Almahmoud³

2022

Front. Educ.

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This study investigated the effect of mathematical error analysis-based learning on proportional reasoning ability of seventh-grade students. To achieve the purpose of the study, a proportion unit for the seventh-grade students in Jordan was designed according to the error analysis-based learning. A sample of 45 seventh-grade students participated in the study and were randomly assigned into the following two groups: Experimental group and control group. The data were collected through the following two instruments: A proportional reasoning test and an interview, after ensuring their reliability and validity. The results of the study revealed that the error analysis-based learning led to a significant improvement in proportional reasoning among the experimental group and contributed to providing students with positive experiences in learning mathematics. In light of these results, a set of recommendations for educational researchers, mathematics curriculum designers, and mathematics teachers were presented.

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Section: Introductionmentioning

confidence: 99%

The Effect of Error Analysis-Based Learning on Proportional Reasoning Ability of Seventh-Grade Students

Khasawneh

Al‐Barakat

Almahmoud³

2022

Front. Educ.

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“…The concepts of ratio and proportion span the entire curriculum from elementary school through university (Hoyles et al, 2010(Hoyles et al, , 2001Modestou & Gagatsis, 2010). Unfortunately, this reasoning is conceptually challenging, and as reflected in the present findings, it continues to be problematic for adults (Glassmeyer et al, 2021;Harries & Botha, 2013;Kontogianni & Tatsis, 2019).…”

Section: Discussionmentioning

confidence: 83%

What drives the public's use of data? The mediating role of trust in science and data literacy in functional scientific reasoning concerning COVID‐19

Tabak

Dubovi

2023

Science Education

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Is public engagement with science deliberative and evidence‐based? The public is often perceived as underprepared to use data and susceptible to partisan and emotional manipulation. Consequently, educational efforts focus on the ability to identify reliable information. We posit that effective engagement with science goes beyond this and hinges on data literacy. We leveraged the unique circumstances of COVID‐19, where diverse people inundated with pandemic‐related data representations in the media needed to make consequential decisions, to examine whether people use data and what factors affect such use. In a survey of a representative Israeli adult sample, participants reported their information habits and beliefs before and during COVID‐19. On being presented with graphs and datasets, they answered data literacy and COVID‐19‐related functional reasoning assessments (e.g., would you travel abroad?). Data literacy distinguished those who incorporated data from those who did not. Yet, participants incorporated moral, social, and economic considerations at all data literacy levels, suggesting that people may be deliberative even when they do not attend to quantified data. Moreover, participants' trust in science and data interpretation competence were key factors mediating the relationship between self‐efficacy in data interpretation skills and the incorporation of data in reasoning. The findings extend beyond COVID‐19 to a broader understanding of the factors influencing public engagement with quantitative representations. Rather than focusing solely on remediating data interpretation, we suggest that educative efforts work on multiple fronts and that cultivating trust in science is key to a broader, more deliberative engagement with science.

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“…Several studies have demonstrated that PSTs have problems with understanding proportional reasoning (Arican, 2019;Ben-Chaim et al, 2007;Glassmeyer et al, 2021;Hines & McMahon, 2005;Izsak & Jacobson, 2017;Livy & Herbert, 2013;Weiland et al, 2021). For example, Izsak and Jacobson (2017) reported that PSTs have difficulty with distinguishing proportional relationships from other relationships between two co-varying quantities, and not surprisingly, elementary students have been shown to have similar struggles (Ucar & Bozkus, 2018;Vershaffel et al, 1997).…”

Section: Psts' Proportional Reasoningmentioning

confidence: 99%

Incoherencies in elementary pre-service teachers’ understanding of calculations in proportional tasks

Lee¹,

Joshua²

2022

INT ELECT J MATH ED

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In this study we investigated pre-service teachers' (PSTs) proportional reasoning and how they interpret their calculations in proportional tasks. We administered a written questionnaire to 199 PSTs and used an inductive content analysis approach for data analysis. We found that one item, in which PSTs were asked to interpret the meaning of the results of their calculations, had unusually low coherency, and applying open coding to the responses revealed several common errors. We argue these common errors cannot be dismissed as simple unit or rounding mistakes but rather reflect problems in how respondents think about quantities, story problems, and the nature of mathematics itself. We end with suggestions on how to address these problems.

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Identifying and supporting teachers’ robust understanding of proportional reasoning

Cited by 9 publications

References 22 publications

The Effect of Error Analysis-Based Learning on Proportional Reasoning Ability of Seventh-Grade Students

The Effect of Error Analysis-Based Learning on Proportional Reasoning Ability of Seventh-Grade Students

What drives the public's use of data? The mediating role of trust in science and data literacy in functional scientific reasoning concerning COVID‐19

Incoherencies in elementary pre-service teachers’ understanding of calculations in proportional tasks

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