The Development of Students use of Additive and Proportional Methods along Primary and Secondary School

Ceneida Fernndez (), Salvador Llinares (), Wim Van Dooren (), Dirk De Bock () and Lieven Verschaffel ()
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Ceneida Fernndez: Universidad de Alicante, Spain
Salvador Llinares: Universidad de Alicante, Spain
Wim Van Dooren: Katholieke Universiteit Leuven, Belgium
Dirk De Bock: Hogeschool-Universiteit Brussel (HUB), Belgium
Lieven Verschaffel: Katholieke Universiteit Leuven, Belgium

No 2010/32, Working Papers from Hogeschool-Universiteit Brussel, Faculteit Economie en Management

Abstract: This study investigates the development of proportional and additive methods along primary and secondary school. In particular, it simultaneously investigates the use of additive methods in proportional word problems and the use of proportional methods in additive word problems. We have also studied the role played by integer and non-integer relationships between the given numbers and the nature of quantities (discrete or continuous) in the development of these phenomena. A test consisting of additive and proportional missing-value word problems was solved by 755 primary and secondary school students (from fourth to tenth grade). The findings indicate that the use of additive methods in proportional situations increased during primary school and decreased during secondary school whereas the use of proportional methods in additive situations increased along primary and secondary school. Moreover, the presence or absence of integer ratios strongly affects this behaviour but the nature of quantities only has a small influence on the use of proportional methods.

Keywords: additive reasoning; multiplicative reasoning; over-use of proportionality; over-use of additive methods; word problems; grade 4 to 10 (search for similar items in EconPapers)
Pages: 25 page
Date: 2010-11
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