id: 06295227
dt: j
an: 2014c.00623
au: Fielding-Wells, Jill; Dole, Shelley; Makar, Katie
ti: Inquiry pedagogy to promote emerging proportional reasoning in primary
students.
so: Math. Educ. Res. J. 26, No. 1, 47-77 (2014).
py: 2014
pu: Springer Netherlands, Dordrecht; Mathematics Education Research Group of
Australasia (MERGA), Wahroonga, New South Wales, Australia
la: EN
cc: F82
ut: proportional reasoning; mathematical inquiry; classroom argumentation
ci:
li: doi:10.1007/s13394-013-0111-6
ab: Summary: Proportional reasoning as the capacity to compare situations in
relative (multiplicative) rather than absolute (additive) terms is an
important outcome of primary school mathematics. Research suggests that
students tend to see comparative situations in additive rather than
multiplicative terms and this thinking can influence their capacity for
proportional reasoning in later years. In this paper, excerpts from a
classroom case study of a fourth-grade classroom (students aged 9) are
presented as they address an inquiry problem that required proportional
reasoning. As the inquiry unfolded, studentsâ€™ additive strategies
were progressively seen to shift to proportional thinking to enable
them to answer the question that guided their inquiry. In wrestling
with the challenges they encountered, their emerging proportional
reasoning was supported by the inquiry model used to provide a
structure, a classroom culture of inquiry and argumentation, and the
proportionality embedded in the problem context.
rv: