Modelling Proportional Thinking with Threes and Twos

Autor/inn/en	Tabart, Paul; Skalicky, Jane; Watson, Jane
Titel	Modelling Proportional Thinking with Threes and Twos
Quelle	In: Australian Primary Mathematics Classroom, 10 (2005) 3, S.27-32 (6 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0286
Schlagwörter	Numeracy; Mathematical Concepts; Mathematics Instruction; Middle School Students; Secondary School Mathematics; Mathematical Logic; Thinking Skills; Problem Solving; Context Effect + Suchen Sie Ihr Suchwort? Rechenkompetenz; Mathematics lessons; Mathematikunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathematical logics; Mathematische Logik; Denkfähigkeit; Problemlösen
Abstract	The authors discuss proportional reasoning as a challenging yet central concept for students in the middle grades that lays a foundation for mathematics studied later in high school. Four types of proportional reasoning problems are discussed: (1) Part-part-whole (comparing a subset (part) of a whole with its complement (other part) or the whole itself); (2) Associated sets (relating two quantities, not ordinarily associated, through a problem context or situation); (3) Well-known measures (expressing well-known entities or rates); and (4) Stretching and shrinking (scaling relationships between continuous, rather than discrete, quantities). The writers note that use of contexts relevant outside the classroom may reinforce differences and similarities and give both teachers and students something concrete to recall and contribute to understanding. Recognizing connections among mathematical topics, and specifically drawing attention to them, gives students an expectation that the ideas they learn are useful in solving other problems and exploring other concepts. The use of context also illustrates the authors' belief that quantitative literacy is essential across the curriculum to build links between mathematical concepts and their applications. (Contains 8 figures.) (ERIC).
Anmerkungen	Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10