The Effects of Different Problem Presentations and Formulations on the Illusion of Linearity in Secondary School Students

By Dirk De Bock, Lieven Verschaffel, Dirk Janssens. 2002

56 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/2173e7e2d4ff582846c8965a84cbbcfd6ece4e6c

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In Education

In Experimental and Cognitive Psychology

In Statistics and Probability

Citations in the corpus

Students' Improper Proportional Reasoning: A result of the epistemological obstacle of “linearity” (2007, background): “Research into students' tendency to apply proportional reasoning to problem situations for which it is not suited (De Bock, Verschaffel, & Janssens, 2002 ; Van Dooren, De Bock, Hessels, Janssens, & Verschaffel, 2005 ) has provided clear indications that this phenomenon is partially caused by the c”
Do realistic contexts and graphical representations always have a beneficial impact on students' performance? Negative evidence from a study on modelling non-linear geometry problems (2003, methodology): “First, in line with the results of De Bock et al. (1998, 2002), we predicted that students’ performance on the proportional items would be much higher than their scores on the non-proportional items (=hypothesis 1), and, second, that the 15–16- year olds would perform better on the test in general…”
Remedying secondary school students' illusion of linearity: A teaching experiment (2004, methodology): “For example, they used the following non-proportional item about the area of a square: ‘‘Farmer Carl needs approximately 8 hours to manure a square piece of land with a side of 200 m. How many hours would he need to manure a square piece of land with a side of 600 m?’’ These experimental studies sho”
Improper use of linear reasoning: An in-depth study of the nature and the irresistibility of secondary school students' errors (2002, background): “Recently, several studies have shown that – in the context of enlargements or reductions of plane figures and solids – students’ improper proportional reasoning is a widespread and almost irresistible tendency among students (see, e.g., De Bock et al., 1998, 2002).”