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Effect of number structure and nature of quantities on secondary school students proportional reasoning

Author

Listed:
  • Fernndez, Ceneida

    (Universidad de Alicante, Spain)

  • Llinares, Salvador

    (Universidad de Alicante, Spain)

  • Van Dooren, Wim

    (Katholieke Universiteit Leuven, Belgium)

  • De Bock, Dirk

    (Hogeschool-Universiteit Brussel (HUB), Belgium; Katholieke Universiteit Leuven, Belgium)

  • Verschaffel, Lieven

    (Katholieke Universiteit Leuven, Belgium)

Abstract

This study investigates the effect of the number structure (integer vs. non-integer ratios) and the nature of the quantities (discrete vs. continuous) on the performance of secondary school students and on the strategies they use when solving proportional and non-proportional word problems. 551 secondary school students from 1st to 4th grade solved a test with proportional and non-proportional problems in which the task variables mentioned before were manipulated. Results showed that number structure affected students performance and the strategies used differently for proportional and non-proportional problems along the grades. However, the nature of the quantities had no influence.

Suggested Citation

  • Fernndez, Ceneida & Llinares, Salvador & Van Dooren, Wim & De Bock, Dirk & Verschaffel, Lieven, 2010. "Effect of number structure and nature of quantities on secondary school students proportional reasoning," Working Papers 2010/33, Hogeschool-Universiteit Brussel, Faculteit Economie en Management.
    • Handle: RePEc:hub:wpecon:201033
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