Investigation of Middle School Students’ Solution Strategies in Solving Proportional and Non-proportional Problems

Tunç, Mutlu Pişkin

doi:10.16949/turkbilmat.560349

Cited by 3 publications

(3 citation statements)

References 23 publications

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“…Proportional problems can be solved through various strategies, including unit rate strategy, factor of change strategy, fraction strategy, building-up strategy, and cross-product strategy (Arican, 2018;Tunç, 2020). The categories of informal strategies include unit rate strategy, factor of change strategy, fraction strategy, and building-up strategy.…”

Section: Strategy Of Proportion Solvingmentioning

confidence: 99%

“…The formal solution is the cross-product strategy, a formal strategy that uses a standard algorithm that involves creating an equation for two ratios, one of which has an unknown quantity, cross-multiplication, and solving the equation for the unknown quantity (Tunç, 2020). The cross-product strategy is a common approach used in solving proportional problems by multiplying the product of the corresponding components of two proportional quantities.…”

Section: Figure 1 Example Of Missing Value Problemmentioning

confidence: 99%

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How do pre-service mathematics teachers resolve proportion tasks? Focus strategy of proportion solving

Sugiarni,

Herman,

Suryadi

et al. 2024

BetaJTM

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Problem solving for proportion problems has not fully incorporated various appropriate strategies. This study aimed to identify and analyze the strategy used by pre-service mathematics teachers in solving proportion problems. This research used a qualitative method with a phenomenological design. The participants of this study were 29 pre-service mathematics teachers with the characteristics of having learned the concept of proportion. Data were collected using tests, interviews, observation, and document study techniques. Data were analyzed in stages, starting with data collection, data reduction, data review, and results conclusion, to solve proportion problems. The results obtained were in the form of a description of the techniques used in solving proportion tasks. Pre-service mathematics teachers mostly used the cross-product strategy in solving proportion tasks. The results of this study can be used as a basis for developing hypothetical learning trajectories for comparison learning for pre-service mathematics teachers in the future. Abstrak Penyelesaian soal proporsi belum sepenuhnya memasukkan berbagai strategi yang tepat. Penelitian ini bertujuan untuk mengidentifikasi dan menganalisis strategi yang digunakan guru matematika calon guru dalam menyelesaikan masalah perbandingan. Penelitian ini menggunakan metode kualitatif dengan desain fenomenologis. Partisipan penelitian ini berjumlah 29 mahasiswa calon guru matematika dengan karakteristik telah mempelajari konsep proporsi. Data dikumpulkan dengan menggunakan teknik tes, wawancara, observasi, dan studi dokumen. Data dianalisis secara bertahap, dimulai dari pengumpulan data, reduksi data, penelaahan data, dan penarikan kesimpulan hasil, untuk menyelesaikan masalah proporsi. Hasil yang diperoleh berupa uraian tentang teknik-teknik yang digunakan dalam menyelesaikan tugas proporsi. Mahasiswa calon guru matematika sebagian besar menggunakan strategi cross produk dalam menyelesaikan tugas proporsi. Hasil penelitian ini dapat digunakan sebagai dasar untuk mengembangkan hypothetical learning trajectory untuk pembelajaran perbandingan bagi mahasiswa calon guru matematika di masa yang akan datang.

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Section: Strategy Of Proportion Solvingmentioning

confidence: 99%

Section: Figure 1 Example Of Missing Value Problemmentioning

confidence: 99%

How do pre-service mathematics teachers resolve proportion tasks? Focus strategy of proportion solving

Sugiarni,

Herman,

Suryadi

et al. 2024

BetaJTM

View full text Add to dashboard Cite

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“…This explanation shows that proportional and non-proportional situations are important components that teachers must consider (Jacobson et al, 2018). This failure does not only occur in teachers but is also experienced by students (Atabaş & Öner, 2017;Tunç, 2020;Van Dooren et al, 2010) as well as future mathematic teachers (Izsák & Jacobson, 2017).…”

Section: Introductionmentioning

confidence: 99%

Proportional and Non-Proportional Situation: How to Make Sense of Them

Nugraha¹,

Sa’dijah²,

Susiswo³

et al. 2023

INT J EDUC METHODOL

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<p style="text-align: justify;">Teacher knowledge is one of the main factors in the quality of mathematics learning. Many mathematics teachers have difficulty using proportional reasoning. Proportional reasoning is one of the essential aspects of the middle school mathematics curriculum to develop students' mathematical thinking. Teachers should realize that developing proportional reasoning is not an easy task. In this study, we investigated how teachers give proportional reasoning about the concept of proportional and non-proportional situations, especially in making sense of them. The research subjects were mathematics teachers who had taught proportional-related material. Data was collected using task-based interviews outside the teacher's working hours. Data analysis and interpretation were completed using a framework meaning-based approach. The results of the data analysis showed that the teacher is careful in understanding information, is aware of multiple meanings, and knows key information in understanding the contextual structure of proportional and non-proportional situations. Furthermore, they are also able to identify additive and multiplication relationships, have flexibility in understanding proportional and non-proportional situations separately or collectively, and understand problem-solving systematics in detail.</p>

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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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Investigation of Middle School Students’ Solution Strategies in Solving Proportional and Non-proportional Problems

Cited by 3 publications

References 23 publications

How do pre-service mathematics teachers resolve proportion tasks? Focus strategy of proportion solving

How do pre-service mathematics teachers resolve proportion tasks? Focus strategy of proportion solving

Proportional and Non-Proportional Situation: How to Make Sense of Them

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

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