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- W1978821850 abstract "Although instruction in proportions generally begins in the middle school years. proportional reasoning remains problematic for many college students (Adi & Pulos, 1980; Niaz, 1989; Renner & Paske, 1977; Thornton & Fuller, 1981). A review of the proportional reasoning literature by Tourniaire and Pulos (1985) suggests that a number of factors relating to the context of the problem are responsible for variability in performance. Such fac tors include the type of problem (e.g., rate, mixture, or physical problems), presence of discrete versus continuous quantities, and familiarity of problem content. It is apparent that most students' understanding of proportion concepts is relatively fragile and easily influenced by structural variations in the problem. Recent research in mathematics education has emphasized the importance of the interaction between intuitive knowledge (i.e., knowledge about a subject matter gai ned through natural expe rience) and the acq uisition of formal mathematics concepts (see Behr, Hare!, Post, & Lesh, 1992). It would be useful to determine exactly which factors in proportion problems elicit an intuitive understanding of the underlying concept; instruction in proportional reasoning could then use that knowledge as the basis for developing a more generalizable system of symbols and algorithms." @default.
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- W1978821850 date "1993-11-01" @default.
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- W1978821850 title "Contextual Factors Affecting Errors in Proportional Reasoning" @default.
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- W1978821850 doi "https://doi.org/10.5951/jresematheduc.24.5.0460" @default.
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