ERIC Number: ED489607
Record Type: Non-Journal
Publication Date: 2004-Jul
The Role of Number in Proportional Reasoning: A Prospective Teacher's Understanding
Person, Axelle C.; Berenson, Sarah B.; Greenspon, Paula J.
International Group for the Psychology of Mathematics Education, 28th, Bergen, Norway, July 14-18, 2004
We examine a prospective high school teacher's instructional representations of rate of change and right triangle trigonometry to investigate his interpretation and understanding in relation to the development of proportional reasoning. Despite a constant effort by the subject to resort to "real life" examples in order to give meaning to his teaching, as well as a fairly good understanding of how to connect the topic of instruction with the use of proportional reasoning, it occurs to us that the map of his conceptual moves is from ratio, to comparisons, to fractions. Once he enters the abstract world of fractional expressions and quotients, he often displays difficulties in re-connecting his ideas back to ratio. [For complete proceedings, see ED489597.]
Descriptors: Geometric Concepts, Mathematics Instruction, Secondary School Teachers, Mathematical Concepts, Teaching Methods, Trigonometry, Thinking Skills, Secondary School Mathematics, Abstract Reasoning, Concept Formation, Logical Thinking
International Group for the Psychology of Mathematics Education, 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Web site: http://igpme.org.
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: High Schools
Authoring Institution: International Group for the Psychology of Mathematics Education.