NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ822436
Record Type: Journal
Publication Date: 2008-Nov
Pages: 10
Abstractor: As Provided
Reference Count: 19
ISSN: ISSN-0300-4279
Building Middle School Students' Understanding of Proportional Reasoning through Mathematical Investigation
Stemn, Blidi S.
Education 3-13, v36 n4 p383-392 Nov 2008
This article describes and shares an innovative pedagogical practice that holds promise in contributing to the teaching and learning of proportions in middle school. The teaching and learning of mathematics with understanding framework was used as a vehicle to help 21 seventh grade students reason proportionally. The findings of this unit suggest that the classroom culture, which encouraged the students to make connections between their existing and new ideas and reflecting and communicating their thinking, contributed to their emerging understanding of proportions. The use of an authentic and non-routine task involving liquid measurements also heightened their interest, curiosity and enthusiasm, thereby contributing to their excitement about the mathematics they were learning. (Contains 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 7; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Cited: ED512043