Understanding the concepts of proportion and ratio among grade nine students in Malaysia

Singh, Parmjit

doi:10.1080/002073900412688

Cited by 42 publications

(47 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Studies on proportional reasoning has shown that additive strategy is the most frequently used error strategy while students solve proportional problems (Tourniaire, 1986;Karplus, Pulos, Stage, 1983;Bart, Post, Behr, Lesh, 1994;Singh, 2000;Misailidou & Williams, 2003;Duatepe, Akkuş, Kayhan, 2005). Similarly, students give proportional responses to nonproportional problems (Duatepe et al, 2005;Van Dooren, De Bock, Vleugels, Verschaffel, 2010;De Bock, Van Dooren, Janssens, Verschaffel, 2002;De Bock, De Bolle, Van Dooren, Janssens, Verschaffel, 2003).…”

Section: Qualitative Prediction International Journal Of Research In mentioning

confidence: 99%

Seventh Grade Students’ Problem Solving Success Rates on Proportional Reasoning Problems

Pelen¹,

Artut²

2015

IJRES

View full text Add to dashboard Cite

This research was conducted to investigate 7th grade students' problem solving success rates on proportional reasoning problems and whether these success rates change with different problem types. 331 randomly selected students of grade seven participated in this study. A problem test which contains three different types of missing value (direct proportional, inverse proportional and additive/non-proportional) word problems was designed as a data collecting tool for the research. Descriptive data analysis methods were used in this study. Analysis has shown that 7th grade students solved different problem types with different success rates. The findings of the study also indicate that problem types affect students' problem solving performances.

show abstract

Section: Qualitative Prediction International Journal Of Research In mentioning

confidence: 99%

Seventh Grade Students’ Problem Solving Success Rates on Proportional Reasoning Problems

Pelen¹,

Artut²

2015

IJRES

View full text Add to dashboard Cite

show abstract

“…That's why we use a log scale. 으며 (Lamon, 1994;Noelting, 1980;Rizvi & Lawson, 2007;Singh, 2000;Streefland, 1984;Thompson, 1994 (Fauvel, 1995;Sheppard, 2006;Siegler, Thompson & Opfer, 2009;Smith & Confrey, 1994;Weber, 2002). …”

mentioning

confidence: 99%

Student Understanding of Scale: From Additive to Multiplicative Reasoning in the Constriction of Scale Representation by Ordering Objects in a Number Line

Park

2014

Journal of The Korean Association For Research In Science Educa

View full text Add to dashboard Cite

Size/scale is a central idea in the science curriculum, providing explanations for various phenomena. However, few studies have been conducted to explore student understanding of this concept and to suggest instructional approaches in scientific contexts. In contrast, there have been more studies in mathematics, regarding the use of number lines to relate the nature of numbers to operation and representation of magnitude. In order to better understand variations in student conceptions of size/scale in scientific contexts and explain learning difficulties including alternative conceptions, this study suggests an approach that links mathematics with the analysis of student conceptions of size/scale, i.e. the analysis of mathematical structure and reasoning for a number line. In addition, data ranging from high school to college students facilitate the interpretation of conceptual complexity in terms of mathematical development of a number line. In this sense, findings from this study better explain the following by mathematical reasoning: (1) varied student conceptions, (2) key aspects of each conception, and (3) potential cognitive dimensions interpreting the size/scale concepts. Results of this study help us to understand the troublesomeness of learning size/scale and provide a direction for developing curriculum and instruction for better understanding.

show abstract

“…finding the rate for one unit then multiplying to get the rate of the desired number of units) of solving proportions whereas Student B's class had not. Interestingly, the results showed that Student B had a conceptual understanding of proportions while Student A had only a procedural understanding (Singh, 2000). Behr, Harrel, Post, and Lesh (1992) also discussed the difficulty students have with unitizing.…”

Section: Ratios and Proportionsmentioning

confidence: 99%

“…In conclusion, Singh (2000) stated that "Student B was able to unitize the units in a composite and furthermore was able to deal meaningfully with composite units. In short, she was able to take a ratio as a composite unit and maintain the ratio unit of its element" (p. 282).…”

Section: Ratios and Proportionsmentioning

confidence: 99%

See 1 more Smart Citation

Analyzing common algebra-related misconceptions and errors of middle school students.

Bush¹

View full text Add to dashboard Cite

Understanding the concepts of proportion and ratio among grade nine students in Malaysia

Cited by 42 publications

References 4 publications

Seventh Grade Students’ Problem Solving Success Rates on Proportional Reasoning Problems

Seventh Grade Students’ Problem Solving Success Rates on Proportional Reasoning Problems

Student Understanding of Scale: From Additive to Multiplicative Reasoning in the Constriction of Scale Representation by Ordering Objects in a Number Line

Analyzing common algebra-related misconceptions and errors of middle school students.

Contact Info

Product

Resources

About