Inquiry pedagogy to promote emerging proportional reasoning in primary students

Journal article

Fielding-Wells, Jill, Dole, Shelley and Makar, Katie. (2014). Inquiry pedagogy to promote emerging proportional reasoning in primary students. Mathematics Education Research Journal. 26(1), pp. 47 - 77. https://doi.org/10.1007/s13394-013-0111-6
AuthorsFielding-Wells, Jill, Dole, Shelley and Makar, Katie
Abstract

Proportional reasoning as the capacity to compare situations in relative (multiplicative) rather than absolute (additive) terms is an important outcome of primary school mathematics. Research suggests that students tend to see comparative situations in additive rather than multiplicative terms and this thinking can influence their capacity for proportional reasoning in later years. Inthis paper, excerpts from a classroom case study of a fourth-grade classroom (students aged 9) are presented as they address an inquiry problem that required proportional reasoning. As the inquiry unfolded, students' additive strategies were progressively seen to shift to proportional thinking to enable them to answer the question that guided their inquiry. In wrestling with the challenges they encountered, their emerging proportional reasoning was supported by the inquiry model used to provide a structure, a classroom culture of inquiry and argumentation, and the proportionality embedded in the problem context.

Keywordsclassroom argumentation; mathematical enquiry; proportional reasoning
Year2014
JournalMathematics Education Research Journal
Journal citation26 (1), pp. 47 - 77
PublisherSpringer International Publishing
ISSN1033-2170
Digital Object Identifier (DOI)https://doi.org/10.1007/s13394-013-0111-6
Scopus EID2-s2.0-84895138209
Page range47 - 77
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
Controlled
Place of publicationNetherlands
EditorsJ. Cai
Permalink -

https://acuresearchbank.acu.edu.au/item/8v625/inquiry-pedagogy-to-promote-emerging-proportional-reasoning-in-primary-students

Log in to edit

Restricted files

Publisher's version

  • 122
    total views
  • 0
    total downloads
  • 2
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Designing challenging online mathematical tasks for initial teacher education: Motivational considerations
Fielding-Wells, Jill, Geiger, Vince, Miller, Jodie, Bruder, Regina, Roder, Ulrike and Ratnayake, Iresha. (2019). Designing challenging online mathematical tasks for initial teacher education: Motivational considerations. In M. Graven, H. Venkat and A. A. Essien and P. Vale (Ed.). 43rd Annual Meeting of the International Group for the Psychology of Mathematics Education, Pretoria, South Africa, 7 - 12 July 2019. Pretoria, South Africa: The International Group for the Psychology of Mathematics Education. pp. 240 - 247
Dot plots and hat plots: Supporting young students emerging understandings of distribution, center and variability through modeling
Fielding-Wells, Jill. (2018). Dot plots and hat plots: Supporting young students emerging understandings of distribution, center and variability through modeling. ZDM. 50(7), pp. 1125 - 1138. https://doi.org/10.1007/s11858-018-0961-1
Fluid methods to make sense of an unknown: An emergent grounded theory study of cultural wellbeing
Emery, Sherridan and Fielding-Wells, Jill. (2018). Fluid methods to make sense of an unknown: An emergent grounded theory study of cultural wellbeing. In In D. Kember and M. Corbett (Ed.). Structuring the thesis: Matching method, paradigm, theories and findings pp. 183 - 195 Springer Nature. https://doi.org/10.1007/978-981-13-0511-5_18
Scaffolding statistical inquiries for young children
Fielding-Wells, Jill. (2018). Scaffolding statistical inquiries for young children. In In A. Leavy, M. Meletiou-Mavrotheris and E. Paparistodemou (Ed.). Statistics in early childhood and primary education: Supporting early statistical and probabilistic thinking pp. 109 - 127 Springer Nature. https://doi.org/10.1007/978-981-13-1044-7_7
The practice of statistics
Watson, Jane, Fitzallen, Noleine, Fielding-Wells, Jill and Madden, Sandra. (2018). The practice of statistics. In In D. Ben-Zvi, K. Makar and J. Garfield (Ed.). International handbook of research in statistics education pp. 105 - 137 Springer International Publishing. https://doi.org/10.1007/978-3-319-66195-7_4
Developing an understanding of what constitutes mathematics teacher educator PCK: a case study of a collaboration between two teacher educators
Muir, Tracey, Fielding-Wells, Jill and Chick, Helen. (2017). Developing an understanding of what constitutes mathematics teacher educator PCK: a case study of a collaboration between two teacher educators. Australian Journal of Teacher Education. 42(12), pp. 60 - 79. https://doi.org/10.14221/ajte.2017v42n12.4
Using expectancy-value theory to explore aspects of motivation and engagement in inquiry-based learning in primary mathematics
Fielding-Wells, Jill, O'Brien, Mia and Makar, Katie. (2017). Using expectancy-value theory to explore aspects of motivation and engagement in inquiry-based learning in primary mathematics. Mathematics Education Research Journal. 29(2), pp. 237 - 254. https://doi.org/10.1007/s13394-017-0201-y
Building a new generation: community expectations on raising aspirations in rural tasmania
Corbett, Michael, Fraser, Sharon, Reaburn, Robyn, Smith, Heidi, Roberts, Janine and Fielding-Wells, Jill. (2017). Building a new generation: community expectations on raising aspirations in rural tasmania. Australian and International Journal of Rural Education. 27(3), pp. 8 - 24.
Aspire high: impacting student aspirations in a regional community
Reaburn, Robyn, Fraser, Sharon, Smith, Heidi and Fielding-Wells, Jill. (2017). Aspire high: impacting student aspirations in a regional community. Australian and International Journal of Rural Education. 27(3), pp. 73 - 89.
"Mathematics is just 1 + 1 = 2, what is there to argue about?": Developing a framework for argument-based mathematical inquiry
Fielding-Wells, Jill. (2016). "Mathematics is just 1 + 1 = 2, what is there to argue about?": Developing a framework for argument-based mathematical inquiry. In B. White, M. Chinnappan and S. Trenholm (Ed.). pp. 212 - 219
"If it doesn't have an apex it's not a pyramid": Argumentation as a bridge to mathematical reasoning
Fielding-Wells, Jill and Makar, Katie. (2015). "If it doesn't have an apex it's not a pyramid": Argumentation as a bridge to mathematical reasoning. Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education. 2, pp. 297 - 304.