Proportional reasoning as a threshold to numeracy at university: a framework for analysis

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dc.contributor.authorLloyd, Pamen_ZA
dc.contributor.authorFrith, Veraen_ZA
dc.date.accessioned2014-10-28T14:12:19Z
dc.date.available2014-10-28T14:12:19Z
dc.date.issued2013en_ZA
dc.description.abstractThere is a generally acknowledged need for students to be quantitatively literate in an increasingly quantitative world. This includes the ability to reason critically about data in context. We have noted that students experience difficulty with the application of certain mathematical and statistical concepts, which in turn impedes progress in the development of students' critical reasoning ability. One such concept, which has the characteristics of a threshold concept, is that of proportional reasoning. The main focus of this article is a description of the development of a framework using an adapted phenomenographic approach that can be used to describe students' experiences in the acquisition of the concept of comparing quantities in relative terms. The framework has also helped to make explicit the elements that constitute a full understanding of the requirements for the proportional comparison of quantities. Preliminary results from using the framework to analyse students' responses to assessment questions showed that many students were challenged by proportional reasoning. When considering the notion of the liminal space that is occupied en route to a full understanding of a threshold concept, about half of the students in the study were at the preliminal stage of understanding the concept and very few were at the threshold.en_ZA
dc.identifier.apacitationLloyd, P., & Frith, V. (2013). Proportional reasoning as a threshold to numeracy at university: a framework for analysis. <i>Pythagoras</i>, http://hdl.handle.net/11427/8882en_ZA
dc.identifier.chicagocitationLloyd, Pam, and Vera Frith "Proportional reasoning as a threshold to numeracy at university: a framework for analysis." <i>Pythagoras</i> (2013) http://hdl.handle.net/11427/8882en_ZA
dc.identifier.citationLloyd, P., Frith, V. 2013. Proportional reasoning as a threshold to numeracy at university: a framework for analysis. Pythagoras.en_ZA
dc.identifier.issn1012-2346en_ZA
dc.identifier.ris TY - Journal Article AU - Lloyd, Pam AU - Frith, Vera AB - There is a generally acknowledged need for students to be quantitatively literate in an increasingly quantitative world. This includes the ability to reason critically about data in context. We have noted that students experience difficulty with the application of certain mathematical and statistical concepts, which in turn impedes progress in the development of students' critical reasoning ability. One such concept, which has the characteristics of a threshold concept, is that of proportional reasoning. The main focus of this article is a description of the development of a framework using an adapted phenomenographic approach that can be used to describe students' experiences in the acquisition of the concept of comparing quantities in relative terms. The framework has also helped to make explicit the elements that constitute a full understanding of the requirements for the proportional comparison of quantities. Preliminary results from using the framework to analyse students' responses to assessment questions showed that many students were challenged by proportional reasoning. When considering the notion of the liminal space that is occupied en route to a full understanding of a threshold concept, about half of the students in the study were at the preliminal stage of understanding the concept and very few were at the threshold. DA - 2013 DB - OpenUCT DP - University of Cape Town J1 - Pythagoras LK - https://open.uct.ac.za PB - University of Cape Town PY - 2013 SM - 1012-2346 T1 - Proportional reasoning as a threshold to numeracy at university: a framework for analysis TI - Proportional reasoning as a threshold to numeracy at university: a framework for analysis UR - http://hdl.handle.net/11427/8882 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/8882
dc.identifier.vancouvercitationLloyd P, Frith V. Proportional reasoning as a threshold to numeracy at university: a framework for analysis. Pythagoras. 2013; http://hdl.handle.net/11427/8882.en_ZA
dc.language.isoengen_ZA
dc.publisherAOSISen_ZA
dc.publisher.departmentADP: Numeracy Centreen_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.rightsAttribution 3.0 Unporteden_ZA
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/en_ZA
dc.sourcePythagorasen_ZA
dc.source.urihttp://dx.doi.org/10.4102/pythagoras.v34i2.234en_ZA
dc.titleProportional reasoning as a threshold to numeracy at university: a framework for analysisen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceArticleen_ZA
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