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

Listed author(s):
  • 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)

Registered author(s):

    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.

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    Paper provided by Hogeschool-Universiteit Brussel, Faculteit Economie en Management in its series Working Papers with number 2010/33.

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    Length: 26 page
    Date of creation: Nov 2010
    Handle: RePEc:hub:wpecon:201033
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