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ERIC Number: ED500944
Record Type: Non-Journal
Publication Date: 2003-Jul
Pages: 8
Abstractor: Author
Reference Count: 9
ISBN: N/A
ISSN: N/A
Secondary School Students' Improper Proportional Reasoning: The Role of Direct versus Indirect Measures
Van Dooren, Wim; De Bock, Dirk; De Bolle, Elke; Janssens, Dirk; Verschaffel, Lieven
International Group for the Psychology of Mathematics Education, Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v2 p293-300
A systematic series of studies by De Bock et al. revealed a strong, deep-rooted tendency among secondary school students to apply the proportional model in non-proportional problems involving lengths, areas and volumes of similar geometrical figures. In these studies, however, items were used involving direct measures for area and volume as well as indirect measures (e.g. the time to manure a piece of land as an indirect measure for its area), assuming that this would make no difference. The current study confirmed that there were no significant differences in performance related to the presence of direct or indirect measures in the items, but there were some differences in the applied solution strategies. These findings confirm the internal and external validity of the earlier studies on students' illusion of linearity. (Contains 1 figure and 3 tables.) [For complete proceedings, see ED500859.]
International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail: info@igpme.org; Web site: http://igpme.org
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium