id: 06502997
dt: a
an: 2015f.00163
au: Vig, Rozy; Star, Jon R.; Dupuis, Danielle N.; Lein, Amy E.; Jitendra, Asha
K.
ti: Exploring the impact of knowledge of multiple strategies on studentsâ€™
learning about proportions.
so: Middleton, James A. (ed.) et al., Large-scale studies in mathematics
education. Cham: Springer (ISBN 978-3-319-07715-4/hbk;
978-3-319-07716-1/ebook). Research in Mathematics Education, 61-73
(2015).
py: 2015
pu: Cham: Springer
la: EN
cc: C30 F70 F40 D20
ut: strategy use; proportional reasoning; multiple strategies; cross
multiplication; equivalent fractions; unit rate
ci:
li: doi:10.1007/978-3-319-07716-1_4
ab: Summary: Proportional reasoning is widely considered to be a major goal of
mathematics education in the middle grades. The literature identifies
three strategies that are commonly used by students in solving simple
proportion problems: cross multiplication, equivalent fractions, and
unit rate. In past research, scholars have expressed concern that
students rely too heavily on cross multiplication when solving these
types of problems and have advocated delaying instruction on cross
multiplication in favor of both the unit rate and equivalent fractions
strategies. As part of a study evaluating a 6-week curriculum unit on
ratio, proportion, and percent problem solving, we assessed studentsâ€™
strategy repertoire for solving proportion problems and the extent to
which studentsâ€™ prior knowledge of one or more strategies impacted
their learning from the curricular intervention. Results indicated that
students relied almost exclusively on the equivalent fractions strategy
for solving simple proportion problems, and that students who had prior
knowledge of more than one strategy learned more from the intervention
than those who knew one or no strategies.
rv: