Facilitating the development of proportional reasoning through teaching ratio

Conference paper

Parish, Linda. (2010). Facilitating the development of proportional reasoning through teaching ratio. 33rd Annual Conference of the Mathematics Education Research Group of Australasia. John Curtin College of the Arts, Fremantle, Western Australia, Australia 03 - 07 Jul 2010 Fremantle, WA: Mathematics Education Research Group of Australasia. pp. 469 - 476
AuthorsParish, Linda
TypeConference paper
Abstract

This study was part of a Master of Education project to design an assessment interview to identify the points of growth, or stages of development, in children’s thinking about ratio problems. Ratio is a sub-construct of rational number (Kieren, 1976) that requires proportional reasoning. The purpose of ‘growth points’ is to describe the developmental pathway children typically follow, and to inform teachers of where children have reached developmentally so that further learning can be targeted to their zone of proximal development. Two questions are explored in this paper: how do children typically develop ratio understandings, and can teachers use this knowledge in order to facilitate the development of proportional reasoning?

Keywordsmathematics; numeracy; curriculum; pedagogy; learning achievement; learner achievement
Year2010
PublisherMathematics Education Research Group of Australasia
Publisher's version
License
All rights reserved
File Access Level
Controlled
Book titleMERGA33 - 2010 : Shaping the future of mathematics education
Page range469 - 476
Book editorSparrow, Len
Kissane, Barry
Hurst, Chris
ISBN9781920846251
Web address (URL) of conference proceedingshttps://merga.net.au/Public/Public/Publications/Annual_Conference_Proceedings/2010_MERGA_CP.aspx
Research GroupSchool of Education
Output statusPublished
Publication dates
Online2010
Place of publicationFremantle, WA
Permalink -

https://acuresearchbank.acu.edu.au/item/8q87q/facilitating-the-development-of-proportional-reasoning-through-teaching-ratio

Log in to edit

Restricted files

Publisher's version

  • 115
    total views
  • 0
    total downloads
  • 1
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Recognising mathematical giftedness
Parish, Linda. (2019). Recognising mathematical giftedness. 42nd annual conference of the mathematics education research group of Australasia. Curtin University, Perth, Western Australia, Australia 30 Jun - 04 Jul 2019 MERGA. pp. 548-555
Changing self-limiting mindsets of young mathematically gifted students to assist talent development
Parish, Linda Catherine. (2018). Changing self-limiting mindsets of young mathematically gifted students to assist talent development [Thesis]. https://doi.org/10.26199/5de0495fb8d74
The power of creativity: A case-study of a mathematically highly capable grade 5 student
Parish, Linda. (2016). The power of creativity: A case-study of a mathematically highly capable grade 5 student. In B. White, M. Chinnappan and S. Trenholm (Ed.). 39th Annual Conference of the Mathematics Education Research Group of Australasia. Adelaide, Australia: Mathematics Education Research Group of Australasia. pp. 511 - 518
The Impact of Let’s Count on Children’s Mathematics Learning
Gervasoni, Ann, Perry, Bob and Parish, Linda. (2015). The Impact of Let’s Count on Children’s Mathematics Learning. In M. Marshman, V. Geiger and A. Bennison (Ed.). 38th annual conference of the Mathematics Education Research Group of Australasia. pp. 253 - 260
Challenging the mindset of Sammy: A case study of a Grade 3 mathematically highly capable student
Parish, Linda. (2015). Challenging the mindset of Sammy: A case study of a Grade 3 mathematically highly capable student. Annual Conference of the Mathematics Education Research Group of Australasia (MERGA). Australia: Mathematics Education Research Group of Australasia. pp. 477 - 484
Defining Mathematical Giftedness
Parish, Linda. (2014). Defining Mathematical Giftedness. In J Anderson, M Cavanagh and A Prescott (Ed.). Curriculum in focus: Research guided practice (Proceedings of the 37th annual conference of the Mathematics Education Research Group of Australasia). Australia: Mathematics Education Research Group of Australasia. pp. 509 - 516
Longitudinal progress of 6-year-old students who participated in an Extending Mathematical Understanding mathematics intervention program
Gervasoni, Ann, Parish, Linda, Livesey, Carole, Croswell, Melissa, Bevan, Kate, Hadden, Teresa and Turkenburg, Kathie. (2013). Longitudinal progress of 6-year-old students who participated in an Extending Mathematical Understanding mathematics intervention program. In V. Steinle, L. Ball and C. Bardini (Ed.). Mathematics Education: Yesterday, Today and Tomorrow. Australia: Mathematics Education Research Group of Australasia. pp. 346 - 353
The progress of grade 1 students who participated in an Extending Mathematical Understanding intervention program
Gervasoni, Ann, Parish, Linda, Hadden, Teresa, Livesey, Carole, Croswell, Melissa and Turkenburg, Kathie. (2012). The progress of grade 1 students who participated in an Extending Mathematical Understanding intervention program. In J. Dindyal, L. P. Cheng and S. F. Ng (Ed.). 35th annual conference of the Mathematics Education Research Group of Australasia. Australia: Mathematics Education Research Group of Australasia. pp. 306 - 313
Insights about children's understanding of 2-digit and 3-digit numbers
Gervasoni, Ann, Parish, Linda, Hadden, Teresa, Turkenburg, Kathie, Bevan, Kate, Livesey, Carole and Croswell, Melissa. (2011). Insights about children's understanding of 2-digit and 3-digit numbers. In J. Clark, B. Kissane and J. Mousley (Ed.). Mathematics: Traditions and [new] practices: Proceedings of the 2011 AAMT-MERGA conference. Australia: AAMT and MERGA. pp. 315 - 323
Exploring the mystery of children who read, write and order 2-digit numbers, but cannot locate 50 on a number line
Gervasoni, Ann, Parish, Linda, Bevan, Kate, Croswell, Melissa, Livesey, Carole, Hadden, Teresa and Turkenburg, Kathie. (2011). Exploring the mystery of children who read, write and order 2-digit numbers, but cannot locate 50 on a number line. In B Ubuz (Ed.). Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education. Turkey: International Group for the Psychology of Mathematics Education. pp. 401 - 408
Insights from Aboriginal teaching assistants about the impact of the Bridging the Numeracy Gap Project in a Kimberley Catholic school
Gervasoni, Ann, Hart, Alis, Croswell, Melissa, Hodges, Lesley and Parish, Linda. (2011). Insights from Aboriginal teaching assistants about the impact of the Bridging the Numeracy Gap Project in a Kimberley Catholic school. In J. Clark, B. Kissane and J. Mousley (Ed.). Mathematics: Traditions and [new] practices: Proceedings of the 2011 AAMT-MERGA conference. Australia: AAMT and MERGA. pp. 306 - 314
Bridging the numeracy gap for students in low SES communities :the power of a whole school approach
Gervasoni, Ann, Parish, Linda, Upton, Cait, Hadden, Teresa, Turkenburg, Kathie, Bevan, Kate, Livesey, Carole, Thompson, Deirdre, Crowswell, Melissa and Southwell, Julie. (2010). Bridging the numeracy gap for students in low SES communities :the power of a whole school approach. In L. Sparrow, B. Kissane and C. Hurst (Ed.). 33rd Annual Conference of the Mathematics Education Research Group of Australasia. John Curtin College of the Arts, Fremantle, Western Australia, Australia 03 - 07 Jul 2010 Australia: Mathematics Education Research Group of Australasia. pp. 202 - 209