This study aims to define the types of reasoning employed by students in proportional and non-proportional cases. Descriptive research has been used to describe or portray the properties of a situation or phenomenon accurately. A total of 146 midde school students, including 70 fifth grade students, 45 sixth grade students and 31 seventh grade students participated in the study. In the study, a two-tier proportional reasoning diagnostic test developed by Hilton, Hilton, Dole and Goos (2013) was translated into Turkish and used as the data collection tool. The findings were analyzed by means of descriptive statistics methods. The study concluded that most of the students developed misconceptions since they utilized additive or absolute reasoning strategies instead of multiplicative reasoning strategies. Moreover, the students mistakenly employed additive reasoning strategies by acting as if there was an absolute change entailing the use of proportional reasoning and failed in determining when to use proportional reasoning strategies. Proportional reasoning is essential for many different disciplines as well as for mathematics. For that reason, this study suggests that teachers identify the strategies inaccurately used by students and prepare a course plan according to their conceptual and operational deficiencies.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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