ERIC Number: EJ1029559
Record Type: Journal
Publication Date: 2013-Dec
Reference Count: 10
Roche, Anne; Clarke, Doug M.
Mathematics Teaching in the Middle School, v19 n5 p301-307 Dec 2013
Students' success in solving problems involving proportional reasoning is an indication that they have moved beyond additive thinking to multiplicative thinking. However, classroom work indicates that many students do not reason proportionally in many practical contexts. The authors discuss a particular task that reveals students' understanding of and access to proportional reasoning. They argue that what students learn is determined largely by the tasks they are given. Tasks designed to prompt higher-order thinking are more likely to produce such thinking than tasks designed to offer skills practice. Noting students in the middle grades were using purchased music cards to download favorite songs from the Internet, the teachers proposed two cards with different costs and different numbers of songs that could be downloaded and used as the basis for teaching proportional reasoning. If proportional reasoning really is the capstone of middle-grades mathematics, students need to be given problems in which such thinking is necessary for the solution.
Descriptors: Mathematics Instruction, Problem Solving, Logical Thinking, Mathematical Concepts, Middle School Students, Secondary School Mathematics, Music, Costs, Computation, Student Motivation, Learning Activities
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: email@example.com; Web site: http://www.nctm.org/publications/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Authoring Institution: N/A