Understanding of inverse proportional reasoning in pre-service teachers
Ver/ Abrir
Impacto
Scholar |
Otros documentos de la autoría: Cabero-Fayos, Ismael; Santágueda-Villanueva, María; Villalobos Antúnez, José Vicente; Roig , Ana Isabel
Metadatos
Mostrar el registro completo del ítemcomunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/174799
comunitat-uji-handle3:10234/174800
comunitat-uji-handle4:
INVESTIGACIONMetadatos
Título
Understanding of inverse proportional reasoning in pre-service teachersAutoría
Fecha de publicación
2020-10-20Editor
MDPIISSN
2227-7102Cita bibliográfica
CABERO-FAYOS, Ismael, et al. Understanding of Inverse Proportional Reasoning in Pre-Service Teachers. Education Sciences, 2020, 10.11: 308.Tipo de documento
info:eu-repo/semantics/articleVersión de la editorial
https://www.mdpi.com/2227-7102/10/11/308Versión
info:eu-repo/semantics/publishedVersionPalabras clave / Materias
Resumen
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. [-]
Publicado en
Educ. Sci. 2020, 10(11), 308Derechos de acceso
info:eu-repo/semantics/openAccess
Aparece en las colecciones
- EDE_Articles [420]
El ítem tiene asociados los siguientes ficheros de licencia: