ADD? OR MULTIPLY? A STUDY ON THE DEVELOPMENT OF PRIMARY SCHOOL STUDENTS' PROPORTIONAL REASONING SKILLS

被引：0
|
作者：
Van Dooren, Wim [1 ]
De Bock, Dirk [1 ]
Gillard, Ellen [1 ]
Verschaffel, Lieven [1 ]
机构：
[1] Univ Leuven, Ctr Instructonal Psychol & Technol, Louvain, Belgium
来源：
PME 33: PROCEEDINGS OF THE 33RD CONFERENCE OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL 5 | 2009年 / 5卷
关键词：
LINEARITY;
D O I：
暂无
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This paper focuses on the development of two phenomena that were so far studied separately: the use of additive strategies in proportional situations and the use of proportional strategies in additive situations. We observed a decrease in the over-use of additive strategies from 3(rd) to 6(th) grade and a simultaneous increase in the overuse of proportional strategies. In the intermediate stage between both types of overuse, students did not reason correctly but rather switched between additive and proportional reasoning based on the numbers that appear in the problems.
引用
收藏
页码：281 / 288
页数：8
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