The Contributions of Specific Mathematical Concepts and Skills and Reading to Problem Solving Involving Ratios, Proportions, and Percents

• In Event: Poster Session 12
  In Poster Session: Student Cognition, Attitudes, and Learning in Math

Abstract

Solving problems involving ratios, proportions, and percents involves knowledge of multiple mathematical concepts and skills. This study explored the extent to which domain-specific concepts and skills (multiplication and division facts, fractions, solution strategies, and proportional reasoning) are associated with proportional problem solving following schema-based instruction (SBI). We tested 432 seventh-grade students on incoming proportional reasoning, mathematics fact fluency, conceptual and procedural fraction knowledge, unprompted and prompted solution strategy knowledge, and reading. Students were also assessed on problem solving involving ratios, proportions, and percents after receiving SBI. Results indicated that conceptual and procedural fraction knowledge, prompted solution strategies, and proportional reasoning significantly predicted posttest scores. In addition, reading emerged as a unique predictor of problem-solving skills.

Authors

• Asha K. Jitendra, University of Minnesota

• Jon R. Star, Harvard University

• Amy Lein, University of Minnesota

• Danielle Nicole Dupuis, University of Minnesota - Twin Cities

• Cara Bauer, University of Minnesota