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Improving multiplicative reasoning in a context of low performance
Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Mathematics Education Research. Wits School of Education, University of the Witwatersrand, Johannesburg, South Africa.ORCID iD: 0000-0002-6453-1623
Wits School of Education, University of the Witwatersrand, Johannesburg, South Africa.
2019 (English)In: ZDM - the International Journal on Mathematics Education, ISSN 1863-9690, E-ISSN 1863-9704, Vol. 51, no 1, p. 95-108Article in journal (Refereed) Published
Abstract [en]

In this paper we analyze the outcomes of a design experiment that sought to improve the multiplicative reasoning of 12–13 year-old learners across two schools in a South African context of low performance. Using a hybrid theoretical base in Realistic Mathematics Education, variation theory and analogical reasoning, a short-term intervention consisting of four lessons, designed with attunement to classroom culture and levels of learning, was implemented. Outcomes based on pre- and post-testing pointed to substantial gains in both schools, leading to interest in understanding the nature and extent of changes in models and calculation approaches in high performance and high gain item clusters. Increases in appropriate setting up of symbolic models of multiplicative situations and in more efficient calculation are discussed. 

Place, publisher, year, edition, pages
Springer, 2019. Vol. 51, no 1, p. 95-108
Keywords [en]
Design experiment, Low attainment, Multiplicative reasoning, RME, South Africa
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Didactics
Identifiers
URN: urn:nbn:se:hj:diva-42698DOI: 10.1007/s11858-018-0969-6ISI: 000463647400008Scopus ID: 2-s2.0-85059801425Local ID: HLKPUFISOAI: oai:DiVA.org:hj-42698DiVA, id: diva2:1281297
Available from: 2019-01-22 Created: 2019-01-22 Last updated: 2019-05-08Bibliographically approved

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Venkat, Hamsa

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