Beginning students may be less capable of proportional reasoning than they appear to be.

• Kathrin Gläser ^[2] ; Peter Riegler ^[1]
  1. [1] Ostfalia University of Applied Sciences

     Ostfalia University of Applied Sciences

     Landkreis Wolfenbüttel, Alemania

     
  2. [2] Center for sucessful teaching and learning (ZeLL)
• Localización: Teaching mathematics and its applications, ISSN 0268-3679, Vol. 34, Nº. 1, 2015, págs. 26-34
• Idioma: inglés
• DOI: 10.1093/teamat/hru025
• Texto completo no disponible (Saber más ...)
• Resumen

  • We analyse students' answers to a set of tasks designed to gain information about their ability to reason proportionally. These tasks have been particularly designed to control for false positive, i.e. that students arrive at the correct answer for the wrong reasons, an effect we actually observe with respect to students' ability to reason proportionally in a mathematics bridging course. We describe the rationale behind the test design and discuss implications for bridging courses and test designs in general.