
06440621
j
2015d.00592
Gl\"aser, Kathrin
Riegler, Peter
Beginning students may be less capable of proportional reasoning than they appear to be.
Teach. Math. Appl. 34, No. 1, 2634 (2015).
2015
Oxford University Press, Oxford; Institute of Mathematics and its Applications (IMA), Southendonsea, Essex
EN
F85
D65
D35
proportionality
proportional reasoning
bridging courses
test design
engineering students
doi:10.1093/teamat/hru025
Summary: We analyse students' answers to a set of tasks designed to gain information about their ability to reason proportionally. These tasks have been particularly designed to control for false positive, i.e. that students arrive at the correct answer for the wrong reasons, an effect we actually observe with respect to students' ability to reason proportionally in a mathematics bridging course. We describe the rationale behind the test design and discuss implications for bridging courses and test designs in general.