PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
Future teachers’ identification of multiplicative situations
Page: 1138
This study examines 22 future middle school teachers’ problem solutions on proportional relationships. Using the appropriateness attribute (Izsák, Jacobson & Lobato, 2011) as a framework, we explored to what extent future middle school teachers were able to appropriately identify multiplication situations (MS), as well as identify and classify as partitive division situation (PDS) or quotitive division situation (QDS). Findings reveal that participants succeeded in identifying multiplicative situations, but more interestingly, with problems requiring division, PDS was recognized four times as often as QDS.