Proportional Reasoning of Adult Students in a Second Chance School: The Subconstructs of Fractions

Autor/inn/en	Kontogianni, Aristoula; Tatsis, Konstantinos
Titel	Proportional Reasoning of Adult Students in a Second Chance School: The Subconstructs of Fractions
Quelle	In: Adults Learning Mathematics, 14 (2019) 2, S.23-38 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-1803
Schlagwörter	Adult Students; Mathematical Logic; Mathematical Concepts; Fractions; Concept Formation; Problem Solving; Foreign Countries; Nontraditional Students; At Risk Students; Adult Education; Mathematics Instruction; Greece + Suchen Sie Ihr Suchwort? Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Mathematical logics; Mathematische Logik; Bruchrechnung; Concept learning; Begriffsbildung; Problemlösen; Ausland; Education; Adult basic education; Adult training; Erwachsenenbildung; Mathematics lessons; Mathematikunterricht; Griechenland
Abstract	One of the subjects that constitute a problem for adult students of mathematics is the understanding of fractions and proportions. These notions are interrelated with proportional reasoning which was the focal point of our study. Using a mixed methods approach, we tried to assess the proportional reasoning of adult students during problem solving. We designed a task sheet with 13 open-ended tasks, each attempted by 30 adult students, and we conducted "clinical interviews" (Ginsburg, 2009) with five participants in order to acquire more data about their ways of thinking. For the task categorisation we used a typology of fraction subconstructs (Kieren, 1980). The results indicate that the adult students' performance was relatively good despite their limited mathematical background. However, they had difficulties with the tasks that required a higher level of thinking. (As Provided).
Anmerkungen	Adults Learning Mathematics. 26 Tennyson Road, Kilburn, London NW6 7SA UK. e-mail: editor-i@alm-online.net; Web site: http://www.alm-online.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01