
05841121
j
2011a.00622
Fern\'andez, Ceneida
Llinares, Salvador
Modestou, Modestina
Gagatsis, Athanasios
Proportional reasoning: How task variables influence the development of students' strategies from primary to secondary school.
Acta Didact. Univ. Comen., Math., No. 10, 118 (2010).
2010
Comenius University Press, Bratislava
EN
F93
F83
C33
D23
K93
proportional reasoning
proportional strategies
additive strategies
grades 510
problem solving
empirical investigations
educational research
CHIC
implicative statistical analysis
Summary: This study explores the development of students' strategies from primary to secondary school when solving proportional and additive problems. Its goal is to identify characteristics of the development of proportional reasoning and how the use of integer and noninteger ratios and the discrete or continuous nature of quantities influence this development. The findings indicate that primary school students use systematically the additive strategy in proportional and additive situations and that secondary school students present a wider variety of strategies, which are also used systematically. The type of ratio and the nature of the quantities influenced differently the development of these behaviors.