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Proceedings of the 28th Conference of the International

Group for the Psychology of Mathematics Education, 2004 Vol 3 pp 345352

In this paper, we investigate the predominance of the linear model in 12-13 year old

Cypriot students, while solving non-proportional word problems involving area andvolume of rectangular figures. Using three different kinds of tests related to thecontext of the word problems presented we attempt to identify a differentiation in

students responses. The results reveal students tendency to apply proportionalreasoning in problem situations in which this kind of reasoning is not suited. Thistendency appears to decrease in the second phase of the study when the context of the

problems was changed. The data also suggest that students are not able to detect thecommon non-linear character of area and volume tasks and therefore, deal with themin a different way.

(a, b, c, d), a b c d.

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Note: Similarities presented with bold lines are important at significant level 99%.


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Handbook of Research on Mathematics Teaching and Learning

CHIC : Classification HierarchiqueImplicative et Cohesitive-Version sous Windows CHIC 1.2.

Proceedings of the 25th

Conference of the International Group for the Psychology of Mathematics Education

Educational Studies in Mathematics, 50,

Educational Studies in Mathematics, 35,

Mathematical Thinking and Learning, 4

Learning and Instruction, 13(4),

Mathematics as an educational task

Didactical Phenomenology of Mathematical Structures

Educational Research and Evaluation6(1)

Learning and Instruction7

How students (mis-)understand science and mathematics:Intuitive rules.

Proceedings of the 2003 Joint Meetingof PME and PMENA

The Nature of Mathematical Concepts

pme 28 proporcionalidad volumen

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