PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
Hypothetical learning trajectory leveraging proportional reasoning
Page: 1134
This poster presents conceptual analysis and hypothetical learning trajectory for learning proportionality which was previously limited only to figure out missing value using cross-multiplication. Based on a series of clinical interview that investigated students’ meaning of proportionality in an online format, I found that students tend to use only cross-multiplication strategy to reason proportionally which did not help them to reason proportionally. That emphasizes how learning proportionality along with the constant rate of change among quantities given in any specific word problem helps to reason proportionality conceptually.