Not Everything Is Proportional: Effects of Age and Problem Type on Propensities for Overgeneralization

By W. Van Dooren, Dirk De Bock, An Hessels, Dirk Janssens, Lieven Verschaffel. 2005

206 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/dc632167d2f7d8dfac4ba9ddd45402d52ae065e1

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Citations in the corpus

Students' Improper Proportional Reasoning: A result of the epistemological obstacle of “linearity” (2007, background): “In addition, Van Dooren et al. (2005) argue that students’ tendency to use proportional strategies for non-proportional tasks increases considerably from grade to grade (second to fifth), together with students’ self-assurance in solving word problems based on superficial cues.”
The capacity of two Australian eighth-grade textbooks for promoting proportional reasoning (2008, background): “Research has shown that many students have difficulty making such a distinction (Cramer, Post and Currier 1993; Van Dooren et al. 2005).”
Just Answering … or Thinking? Contrasting Pupils' Solutions and Classifications of Missing-Value Word Problems (2010, result): “This development of routine expertise was clearly observed in a recent study ( Van Dooren, De Bock, Hessels, Janssens, & Verschaffel, 2005 ), in which a large group of 3rd to 8th grade pupils solved a test with missing-value problems.”
Improving Seventh Grade Students' Learning of Ratio and Proportion: The Role of Schema-Based Instruction. (2009, background): “That is, the word problem context provides a description of a problem-solving situation that requires responding to a question by executing “one or more operations (+, -, x, ÷) on the quantities in the problem” (Van Dooren et al., 2005, p. 58).”
Promoting middle school students’ proportional reasoning skills through an ongoing professional development programme for teachers (2016, background): “Assessing students’ proportional reasoning Establishing base line data about students’ proportional reasoning and the difficulties they have in solving different proportional and non-proportional problems is a key first step for teachers in helping students develop better multiplicative and additive”
The development of students’ use of additive and proportional methods along primary and secondary school (2012, methodology): “Van Dooren et al. suggested that there was a “development from applying additive methods “anywhere” in the early years of primary school to applying proportional methods “anywhere” in the later years” (p. 374) of primary school.”
Development and application of a two-tier diagnostic instrument to assess middle-years students’ proportional reasoning (2013, methodology): “In line with findings of several researchers (e.g., Cramer et al. 1993; Van Dooren et al. 2005, 2010), the results show that the students had problems discriminating nonproportional from proportional situations.”