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Rational Number and Proportional Reasoning in Early Secondary School: Towards Principled Improvement in Mathematics

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Bibliographic Details
Title: Rational Number and Proportional Reasoning in Early Secondary School: Towards Principled Improvement in Mathematics
Language: English
Authors: Howe, Christine, Luthman, Stefanie, Ruthven, Kenneth, Mercer, Neil, Hofmann, Riikka, Ilie, Sonia, Guardia, Paula
Source: Research in Mathematics Education. 2015 17(1):38-56.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 19
Publication Date: 2015
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Foreign Countries, Mathematical Concepts, Numbers, Secondary School Mathematics, STEM Education, Mathematics Instruction, Science Instruction, Mathematics, Secondary School Science, Fractions, Statistical Analysis, Control Groups, Comparative Analysis, Pretests Posttests, Thinking Skills, Mathematical Aptitude, Problem Solving, Likert Scales, Questionnaires, Multiple Regression Analysis
Geographic Terms: United Kingdom
DOI: 10.1080/14794802.2015.1019914
ISSN: 1479-4802
Abstract: Reflecting concerns about student attainment and participation in mathematics and science, the Effecting Principled Improvement in STEM Education ("epiSTEMe") project attempted to support pedagogical advancement in these two disciplines. Using principles identified as effective in the research literature (and combining these in a novel fashion), the project developed topic modules for early secondary-school teaching in the UK, arranged for their implementation in classrooms, and evaluated the results. This article reports the development, implementation and evaluation of the "epiSTEMe" mathematics module entitled "Fractions, Ratios and Proportions." The module covers aspects of rational number and proportional reasoning relevant to the early secondary curriculum, and was developed in collaboration with teachers, implemented in 11 classrooms, and evaluated through comparison with 16 control classrooms where the topic was addressed using established methods. Students who used the "epiSTEMe" materials made significantly greater progress than control students as regards topic mastery, while holding positive opinions about their teaching and learning experiences.
Abstractor: As Provided
Number of References: 44
Entry Date: 2016
Accession Number: EJ1091428
Database: ERIC
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Abstract:Reflecting concerns about student attainment and participation in mathematics and science, the Effecting Principled Improvement in STEM Education ("epiSTEMe") project attempted to support pedagogical advancement in these two disciplines. Using principles identified as effective in the research literature (and combining these in a novel fashion), the project developed topic modules for early secondary-school teaching in the UK, arranged for their implementation in classrooms, and evaluated the results. This article reports the development, implementation and evaluation of the "epiSTEMe" mathematics module entitled "Fractions, Ratios and Proportions." The module covers aspects of rational number and proportional reasoning relevant to the early secondary curriculum, and was developed in collaboration with teachers, implemented in 11 classrooms, and evaluated through comparison with 16 control classrooms where the topic was addressed using established methods. Students who used the "epiSTEMe" materials made significantly greater progress than control students as regards topic mastery, while holding positive opinions about their teaching and learning experiences.
ISSN:1479-4802
DOI:10.1080/14794802.2015.1019914