Effect of number structure and nature of quantities on secondary school students proportional reasoning
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.
|Date of creation:||Nov 2010|
|Date of revision:|
|Contact details of provider:|| Web page: http://research.hubrussel.be|
More information through EDIRC
When requesting a correction, please mention this item's handle: RePEc:hub:wpecon:201033. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Sabine Janssens)
If references are entirely missing, you can add them using this form.