Effect of number structure and nature of quantities on secondary school students proportional reasoning

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; Katholieke Universiteit Leuven, Belgium
Lieven Verschaffel: Katholieke Universiteit Leuven, Belgium

No 2010/33, Working Papers from Hogeschool-Universiteit Brussel, Faculteit Economie en Management

Abstract: This study investigates the effect of the number structure (integer vs. non-integer ratios) and the nature of the quantities (discrete vs. continuous) on the performance of secondary school students and on the strategies they use when solving proportional and non-proportional word problems. 551 secondary school students from 1st to 4th grade solved a test with proportional and non-proportional problems in which the task variables mentioned before were manipulated. Results showed that number structure affected students performance and the strategies used differently for proportional and non-proportional problems along the grades. However, the nature of the quantities had no influence.

Keywords: additive strategy; nature of quantities; number structure; over-use of proportionality; proportional reasoning (search for similar items in EconPapers)
Pages: 26 page
Date: 2010-11
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