Representations and Proportional Reasoning in a Problem Solving Context. (c2015)

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dc.contributor.author Aboul Hosn, Rana
dc.date.accessioned 2015-11-27T08:00:40Z
dc.date.available 2015-11-27T08:00:40Z
dc.date.copyright 7/23/2015 en_US
dc.date.issued 2016-01-28
dc.identifier.uri http://hdl.handle.net/10725/2695
dc.description.abstract Research and experience show that a successful problem-solving teaching and learning model needs to include a construction of visual schematic representations that show spatial relationships between the different components of the problem. Such a model is particularly important when teaching proportions as students find difficulty identifying direct and inverse proportionality situations. This study aims to investigate whether or not using representations such as tables, graphs, diagrams, pictures and number lines extensively and functionally when teaching proportions to grade-eight students improves the development of students’ proportional reasoning and problem solving abilities. Thirty-four students participated in the study. They were taught “Proportions” and “Proportional Reasoning” by the same teacher using two differently designed instructional units. The participants were divided into a control group of 17 students learning proportions using a standard textbook plan and the usual teaching approach, and an experimental group of the same number following a plan with greater emphasis on multiple representations as tools for thinking and problem solving. Data were collected and analyzed using a mixed method design consisting of qualitative and quantitative methods: the qualitative method was used to detect the representations employed by the teacher and students through class observations, examine the representations used in both the textbook and the curriculum, and analyze clinical interviews conducted throughout the post-test with 24 selected students. On the other hand, an experimental design was implemented to study the students’ success level in solving problems using a pre-test and a post-test. Results of the qualitative analysis of the tests show that students in the experimental group have developed better understanding of proportionality than those in the control group. Moreover, students of the experimental group were able to use multiple strategies to approach the problems. Likewise, results of the quantitative analysis of the tests point to a significant statistical difference between the mean scores of high-achievers as well as average-achievers of the two groups, regarding the use of representations as a problem solving strategy, validating the practices implemented to teach the experimental group. en_US
dc.language.iso en en_US
dc.subject Mathematics -- Study and teaching (Middle school) en_US
dc.subject Problem solving -- Mathematics en_US
dc.subject Curriculum planning -- Lebanon en_US
dc.subject Dissertations, Academic en_US
dc.subject Lebanese American University -- Dissertations en_US
dc.title Representations and Proportional Reasoning in a Problem Solving Context. (c2015) en_US
dc.type Thesis en_US
dc.term.submitted Summer I en_US
dc.author.degree MA in Education en_US
dc.author.school SAS en_US
dc.author.idnumber 200801282 en_US
dc.author.commembers Nabhani, Mona
dc.author.commembers Samarji, Ahmad
dc.author.woa OA en_US
dc.author.department Education en_US
dc.description.embargo N/A en_US
dc.description.physdesc 1 hard copy: xiii, 176 leaves; ill. (some col.), facsims.; 30 cm. available at RNL. en_US
dc.author.advisor Osta, Iman
dc.keywords Proportional reasoning en_US
dc.keywords Representations en_US
dc.keywords Problem solving en_US
dc.keywords Mathematics en_US
dc.keywords Middle school en_US
dc.description.bibliographiccitations Includes bibliographical references (leaves 105-110). en_US
dc.identifier.doi https://doi.org/10.26756/th.2015.24 en_US
dc.publisher.institution Lebanese American University en_US

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