Understanding of inverse proportional reasoning in pre-service teachers
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Other documents of the author: Cabero-Fayos, Ismael; Santágueda-Villanueva, María; Villalobos Antúnez, José Vicente; Roig , Ana Isabel
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Title
Understanding of inverse proportional reasoning in pre-service teachersAuthor (s)
Date
2020-10-20Publisher
MDPIISSN
2227-7102Bibliographic citation
CABERO-FAYOS, Ismael, et al. Understanding of Inverse Proportional Reasoning in Pre-Service Teachers. Education Sciences, 2020, 10.11: 308.Type
info:eu-repo/semantics/articlePublisher version
https://www.mdpi.com/2227-7102/10/11/308Version
info:eu-repo/semantics/publishedVersionSubject
Abstract
From an early age, understanding proportional reasoning is a fundamental pillar
in mathematics education, and therefore, teachers should have a thorough knowledge of it.
Despite its significance, there are few studies ... [+]
From an early age, understanding proportional reasoning is a fundamental pillar
in mathematics education, and therefore, teachers should have a thorough knowledge of it.
Despite its significance, there are few studies that analyse the difficulties that student teachers
have in understanding proportionality, and even less so inverse proportionality. We emphasised
inverse missing-value problems by analysing them according to the type of unknown and the
representation used. We checked which strategies they use to solve them and related them to other
generic problems of proportional reasoning. For such purposes, we used a combined quantitative and
qualitative empirical study applied to how pre-service teachers solve fifteen problems. The results
show that the representations used in the statements aid their understanding and help solve the
problems. Similarly, it is shown here that certain problem-solving strategies complicate proportional
reasoning in pre-service teachers. [-]
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Educ. Sci. 2020, 10(11), 308Rights
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