id: 06140268
dt: a
an: 2013b.00573
au: Lamm, Millard; Pugalee, David K.
ti: Elementary students’ construction of proportional reasoning problems:
using writing to generalize conceptual understanding in mathematics.
so: Paditz, Ludwig (ed.) et al., Proceedings of the 10th international
conference “Models in Developing Mathematics Education”, Dresden,
Saxony, Germany, September 11‒17, 2009. Dresden: Hochschule für
Technik und Wirtschaft (ISBN 83-919465-9-2). 364-367 (2009).
py: 2009
pu: Dresden: Hochschule für Technik und Wirtschaft
la: EN
cc: F82 F83
ut: proportion; ratio; concept formation; grade 4; grade 5; writing in
mathematics classroom
ci:
li:
ab: Summary: This study engaged fourth and fifth graders in solving a set of
proportional tasks with focused discussion and concept development by
the teacher. In order to understand the students’ ability to
generalize the concept, they were asked to write problems that
reflected the underlying concepts in the tasks and lessons. A
qualitative analysis of the student generated problems show that the
majority of the students were able to generalize the concepts. The
analysis allowed for a discussion of problems solving approaches and a
rich description of how students applied multiplicative reasoning in
composing mathematics problems. These results are couched in a
discussion of how the students solved the proportional reasoning tasks.
rv: