Proportions in elementary school

Tourniaire, Françoise

doi:10.1007/bf00311327

Cited by 43 publications

(31 citation statements)

References 6 publications

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“…Studies on proportional reasoning has shown that additive strategy is the most frequently used error strategy while students solve proportional problems (Tourniaire, 1986;Karplus, Pulos, Stage, 1983;Bart, Post, Behr, Lesh, 1994;Singh, 2000;Misailidou & Williams, 2003;Duatepe, Akkuş, Kayhan, 2005). Similarly, students give proportional responses to nonproportional problems (Duatepe et al, 2005;Van Dooren, De Bock, Vleugels, Verschaffel, 2010;De Bock, Van Dooren, Janssens, Verschaffel, 2002;De Bock, De Bolle, Van Dooren, Janssens, Verschaffel, 2003).…”

Section: Qualitative Prediction International Journal Of Research In mentioning

confidence: 99%

Seventh Grade Students’ Problem Solving Success Rates on Proportional Reasoning Problems

Pelen¹,

Artut²

2015

IJRES

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This research was conducted to investigate 7th grade students' problem solving success rates on proportional reasoning problems and whether these success rates change with different problem types. 331 randomly selected students of grade seven participated in this study. A problem test which contains three different types of missing value (direct proportional, inverse proportional and additive/non-proportional) word problems was designed as a data collecting tool for the research. Descriptive data analysis methods were used in this study. Analysis has shown that 7th grade students solved different problem types with different success rates. The findings of the study also indicate that problem types affect students' problem solving performances.

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Section: Qualitative Prediction International Journal Of Research In mentioning

confidence: 99%

Seventh Grade Students’ Problem Solving Success Rates on Proportional Reasoning Problems

Pelen¹,

Artut²

2015

IJRES

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show abstract

“…Figuring out what model to use requires familiarity with this phenomenon. Indeed, Tourniaire (1986) found that only 37% of the elementary school children he tested on a Paint Problem succeeded in solving it, in comparison with 60% who succeeded in solving an Orange Juice Problem, in spite of the fact that both problems dealt with mixtures. He concludes that perhaps it is not simply a matter of familiar context, but rather a matter of familiarity with the use of ratios in the context.…”

Section: Comparisons and Generalizationsmentioning

confidence: 99%

(Fish) food for thought: Authority shifts in the interaction between mathematics and reality

Peled

2010

Math Ed Res J

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This theoretical paper explores the decision-making process involved in modelling and mathematizing situations during problem solving. Specifically, it focuses on the authority behind these choices (i.e., what or who determines the chosen mathematical models). We show that different types of situations involve different sources of authority, thereby creating different degrees of freedom for the problem solver engaged in the modelling process. It also means that mathematics plays different roles in these problems and situations. This epistemological analysis on the meaning of modelling implies that we should reconsider the mathematical status of realistic solutions and raises questions on the validity of some traditional choices of mathematical models and their use in diagnosing children's conceptions. It also suggests constructing modelling tasks by choosing a certain variety of situations that might lead to a better understanding of the roles of mathematics.

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“…In application questions posed in classrooms the issue of whether or not students undertaking the task are familiar with the context is regarded as a significant one. However, as Tourniaire (1986) pointed out previously, it is not simply a matter of being familiar with a particular task context but rather familiarity with the use of the particular mathematical concepts and procedures in that context that allows some, but not others, to access these tasks. This point is particularly pertinent to the small study by Klymchuk et al in this issue where university students had difficulty with what, to their lecturers, was a relatively straightforward calculus application.…”

mentioning

confidence: 99%

Researching applications and mathematical modelling in mathematics learning and teaching

2010

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Proportions in elementary school

Cited by 43 publications

References 6 publications

Seventh Grade Students’ Problem Solving Success Rates on Proportional Reasoning Problems

Seventh Grade Students’ Problem Solving Success Rates on Proportional Reasoning Problems

(Fish) food for thought: Authority shifts in the interaction between mathematics and reality

Researching applications and mathematical modelling in mathematics learning and teaching

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