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2010•RePEc: Research Papers in EconomicsRequires access

Effect of number structure and nature of quantities on secondary school students proportional reasoning

Ceneida Fernndez, Salvador Llinares, Wim Van Dooren, Dirk De Bock, Lieven Verschaffel

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Abstract

This study investigates the effect of the number structure (integer vs. non-integer ratios) and the nature of the quantities (discrete vs. continuous) on the performance of secondary school students and on the strategies they use when solving proportional and non-proportional word problems. 551 secondary school students from 1st to 4th grade solved a test with proportional and non-proportional problems in which the task variables mentioned before were manipulated. Results showed that number structure affected students performance and the strategies used differently for proportional and non-proportional problems along the grades. However, the nature of the quantities had no influence.

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What this paper is about

This study investigates the effect of the number structure (integer vs. non-integer ratios) and the nature of the quantities (discrete vs. continuous) on the performance of secondary school students and on the strategies they use when solving proportional and non-proportional word problems. 551 secondary school students from 1st to 4th grade solved a test with proportional and non-proportional problems in which the task variables mentioned before were manipulated. Results showed that number structure affected students performance and the strategies used differently for proportional and non-proportional problems along the grades. However, the nature of the quantities had no influence.

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OpenAlex reports 3 citations for this work. Citation counts describe recorded attention and do not establish research quality.

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Available abstract

This study investigates the effect of the number structure (integer vs. non-integer ratios) and the nature of the quantities (discrete vs. continuous) on the performance of secondary school students and on the strategies they use when solving proportional and non-proportional word problems. 551 secondary school students from 1st to 4th grade solved a test with proportional and non-proportional problems in which the task variables mentioned before were manipulated. Results showed that number structure affected students performance and the strategies used differently for proportional and non-proportional problems along the grades. However, the nature of the quantities had no influence.

Key concepts: Proportional reasoning, Integer (computer science), Task (project management), Mathematics, Test (biology), Proportional representation, Mathematics education, Computer science

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