RUME 28
2026
Alexandria, Virginia
Descriptive Interpretations of Equivalence in Measurement Contexts: The Case of Emily
Page: 378
Proportional reasoning is a central concept for students to learn, yet they often struggle when solving proportionality-type problems. While prior work has examined students’ solution strategies, little attention has been given to the meanings of equivalence that support proportional and multiplicative reasoning. This study investigates how students reason about equivalence in measurement contexts with tasks adapted from Authors (year). Using task-based clinical interviews with four preservice secondary teachers, we analyzed responses to tasks involving relationships such as “1 lunar cycle = 28 days.” Focusing on one participant, we identified the use of two ways of reasoning about equivalence which proved productive for her. Findings highlight the critical role of descriptive reasoning for connecting quantities and magnitudes in proportional situations. We argue for expanding research on equivalence in measurement-based proportional contexts.