id: 06561726
dt: j
an: 2016c.00648
au: Doyle, Kathleen M.; Dias, Olen; Kennis, James R.; Czarnocha, Bronislaw;
Baker, William
ti: The rational number sub-constructs as a foundation for problem solving.
so: Adults Learn. Math. 11, No. 1, 21-42, electronic only (2016).
py: 2016
pu: Adults Learning Mathematics (ALM)
la: EN
cc: F48 F88 D58
ut: adult education; higher education; university teaching; colleges;
institutes of technology; adult learners; remedial teaching; research;
concept formation; concepts; rational numbers; sub-constructs;
fractions; proportion; ratio; operator; quotient; percentages; measure;
problem solving; competency; transfer of learning; transfer of
training; informal proportional reasoning; formal proportional
reasoning
ci:
li: http://www.alm-online.net/images/ALM/journals/alm-ij-volume-11-1-january2016.pdf
ab: Summary: One of the many roles of two year community colleges in the United
States is to bridge the gap between secondary school and college for
students who graduate from high school with weak mathematics skills
that prevent them from enrolling in college level mathematics courses.
At community colleges remedial or developmental mathematics courses
review the pre-algebra and/or algebra skills required for college level
mathematics. Fractions are often cited as the most difficult topic for
students due to their abstract nature. This study with adult
pre-algebra students is based upon a teaching research experiment in
which the Kieren’s fraction sub-constructs of part-whole, ratio,
operator, quotient, measure and the fractional equivalence were used as
foundational concept knowledge during problem solving. In the first
quantitative part of this study, students’ proficiency with
Kieren’s rational number sub-constructs are used as independent
variables in a multiple linear regression model to predict or explain
students’ competency in formal problem solving. This part of the
study supplies hypothetical or statistical suggested pathways for
students learning and transition from fraction concepts to proportional
reasoning. Then in the second qualitative part of this study,
transcripts from classroom lectures during the teaching research
experiment are reviewed in order to understand how students used these
rational number sub-constructs during problem solving with ratio,
quotient, proportion, and percent.
rv: