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ERIC Number: EJ1233757
Record Type: Journal
Publication Date: 2019-Dec
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1033-2170
EISSN: N/A
Stimulating Proportional Reasoning through Questions of Finance and Fairness
Sawatzki, Carly; Downton, Ann; Cheeseman, Jill
Mathematics Education Research Journal, v31 n4 p465-484 Dec 2019
What could two people stand to gain from sharing a taxi ride? We aimed to explore the extent to which this challenging yet accessible financial context might stimulate students' mathematical exploration of multiplicative thinking and proportional reasoning. Through teaching experiment methodology, data were collected from 37 Year 5 and 6 students (10-12 years of age) in suburban Melbourne. The findings reveal that the majority of the students had some intuitive understanding of how to solve a financial problem that involved rate, and at least half of them used either multiplicative thinking or proportional reasoning. While the study reported is small and cannot claim to be representative, the findings confirm that well-designed financial problems have the potential to unveil sophisticated mathematical understandings among primary school students. This research demonstrates what young adolescents can do prior to formal exposure to ratio and proportion as part of the curriculum.
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A