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ERIC Number: EJ1061348
Record Type: Journal
Publication Date: 2015-Mar
Pages: 9
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0268-3679
Beginning Students May Be Less Capable of Proportional Reasoning than They Appear to Be
Gläser, Kathrin; Riegler, Peter
Teaching Mathematics and Its Applications, v34 n1 p26-34 Mar 2015
We analyse students' answers to a set of tasks designed to gain information about their ability to reason proportionally. These tasks have been particularly designed to control for false positive, i.e. that students arrive at the correct answer for the wrong reasons, an effect we actually observe with respect to students' ability to reason proportionally in a mathematics bridging course. We describe the rationale behind the test design and discuss implications for bridging courses and test designs in general.
Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://teamat.oxfordjournals.org/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A