How can the double number line promote students with mathematical learning difficulties to conduct and explain proportional reasoning?
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10 juillet 2023
- handle: 10670/1.gk2c4m
- isbn: 978-963-7031-04-5
- hal: hal-04409253
info:eu-repo/semantics/OpenAccess
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Alexander Goldschmidt et al., « How can the double number line promote students with mathematical learning difficulties to conduct and explain proportional reasoning? », HAL-SHS : sciences de l'éducation, ID : 10670/1.gk2c4m
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Proportional reasoning includes flexibly reasoning up and down in proportional situations. As un-explained algorithms are error-prone, all students should be able to connect and explain their rea-soning by the underlying concept elements, also students with mathematical learning difficulties. The paper reports from a design research study that aims at designing and investigating learning oppor-tunities on proportional reasoning, based on the double number line as the conceptually focused graphical representation. The qualitative analysis of two cases of students with mathematical learn-ing difficulties reveals that the double number line can substantially support students’ proportional reasoning, but for promoting their ability to explain their reasoning, additional conceptual and lan-guage-related learning opportunities might be required.