TEACHING PROPORTIONALITY: TEACHERS' CONCEPTIONS AND REPORTED PRACTICES

Laetitia Dragone, Gaetan Temperman and Bruno de Lievre
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Laetitia Dragone: University of Mons, Pedagogical Engineering and Digital Education Department, Belgium
Gaetan Temperman: University of Mons, Pedagogical Engineering and Digital Education Department, Belgium
Bruno de Lievre: University of Mons, Pedagogical Engineering and Digital Education Department, Belgium

Annals of the University of Craiova, Series Psychology, Pedagogy, 2022, vol. 44, issue 2, 7-20

Abstract: Proportionality in mathematics occupies an important place not only in teaching but also in everyday life. Roblin (2015) tells us that it is not an easy thing to teach. This article aims to understand teachers' teaching methods in proportionality. To achieve this, a questionnaire distributed to primary and secondary school teachers will allow us to analyze their conceptions and their declared practices when teaching proportionality and this, according to their level of teaching: primary or secondary. Our results show that the level of difficulty of teaching proportionality perceived by the teachers is high. Our analyses will be followed by a discussion and recommendations for the training and teaching of proportionality.

Keywords: Design; Reported practices; Proportionality; Proportional reasoning; Teaching. (search for similar items in EconPapers)
JEL-codes: I21 (search for similar items in EconPapers)
Date: 2022
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Citations: View citations in EconPapers (1)

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Persistent link: https://EconPapers.repec.org/RePEc:edt:aucspp:v:44:y:2022:i:2:p:7-20

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