An Experiment in Teaching Ratio and Proportion |
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Authors: | Robert Adjiage and Fran?ois Pluvinage |
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Institution: | (1) IUFM d’Alsace, 141 avenue de Colmar, 67089 Strasbourg Cedex, France;(2) Present address: 2, rue des Roses, F-67170 Mittelhausen, France;(3) IREM, 7 rue René Descartes, 67084 Strasbourg Cedex, France |
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Abstract: | This paper summarizes our analysis of the complexity of ratio problems at Grades 6 and 7, and reports a two-year experiment
related to the teaching and learning of rational numbers and proportionality in these grades. Two classes were followed and
observed. Part of the teaching material was common to both classes, mainly the objectives and the corpus of ratio problems
in a physical context. But in one class, here called “Partial-experiment”, the learning environment was exclusively a paper-pencil
one and the teacher followed his usual method in designing and conducting teaching sequences. In the other class, here called
“Full-experiment”, the teaching was based on a framework, emerging from our analysis of complexity of ratio problems, involving
precise guidelines and a specific computer environment. Using a pre-test and a post-test, we observed clear progress in both
classes compared to a sample of “standard” pupils. Our comparative pupil-oriented study indicates more complete improvement
in the “full-experiment” class, i.e., a better acquisition of fractions and their use for solving usual proportionality problems.
The average pupil’s progress is greater in the “full experiment”, with the pupils who were initially high- or low-level attainers
benefiting the most from the “full-experiment”. |
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Keywords: | learning/teaching in secondary school magnitude quantity ratio proportionality rational number fraction number line double scale |
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