Misconceptions involving ratio and proportion

Misconceptions Involving Ratio and Proportion By: Jason Poulin

Analyzing the Proportional Reasoning Skills of LD Students ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Teaching method should de-emphasize mathematical symbols and investigate through abstract models to build deeper understanding of concept (Mick & Sinicrope, 1983).

Does gender matter? ,[object Object],[object Object],Teaching method should emphasize investigative approach to develop deeper understanding of proportions and ratios (Linn & Pulos, 1983).

Pre-instruction Understanding ,[object Object],[object Object],[object Object],Ratio and proportion instruction should begin with concrete pictorial or manipulative based context and the proportion between dilations of a figure should be saved until students have had time to develop a multiplicative frame of mind (Lamon, 1993).

Building Conceptual Knowledge ,[object Object],[object Object],[object Object],[object Object],Lo & Watanabe, 1997

Apples to Oranges ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],When allowed the opportunity, students can develop successful strategies to solve proportional strategies (Singh, 2000).

Instruction vs. Discovery ,[object Object],[object Object]

Vocabulary…but I teach Math! ,[object Object],[object Object],The study revealed that implementing vocabulary and symbolism review for a few minutes each day significantly improved student understanding of proportion and ratio (Jackson & Phillips, 1983).

College = Smarter Students ,[object Object],[object Object],It would be valuable to teach students to focus on the quantitative relationship between the units of each object in the problem because this approach appears to lead to an innate understanding of proportional reasoning in most students (Lawton, 1993). Right?

Age = deeper understanding ,[object Object],[object Object],Regardless of age, students are able to predict an outcome than to computationally prove. Further research needs to be reveal how computational understanding can be improved (Dixon et al, 1991).

Teachers Understand Proportion ,[object Object],[object Object],[object Object],Teachers need better instruction on strategies of solving direct and inverse proportion and should also be made aware of common misconceptions made by middle and secondary students (Fisher, 1988).

Misconceptions involving ratio and proportion

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Misconceptions involving ratio and proportion