RATIONAL NUMBER AND PROPORTIONAL REASONING: USING INTENSIVE QUANTITIES TO PROMOTE ACHIEVEMENT IN MATHEMATICS AND SCIENCE

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Promoting middle school students’ proportional reasoning skills through an ongoing professional development programme for teachers (2016, background): “The importance of developing proportional reasoning is widely recognised (Howe et al., 2011; Jones, Taylor, & Broadwell, 2009; Staples & Truxaw, 2012), however, its development requires a relatively long period of time (Siemon, Izard, Breed, &”
Development and application of a two-tier diagnostic instrument to assess middle-years students’ proportional reasoning (2013, background): “Research shows that the understanding of proportionality develops slowly over several years and that teachers can support its development (Cramer and Post 1993; Howe et al. 2010; Lamon 2005).”
Teaching and Learning About Whole Numbers in Primary School (2016, background): “…to the speed and the distance covered is directly proportional to the speed; and problems that involve cost in which the amount purchased is inversely proportional to the cost and the price paid is directly proportional to the cost (Howe et al. 2010, 2011; Nunes et al. 2003; Schwartz 1988).”