Teachers' Understanding of Ratios and Their Connections to Fractions

• In Event: 35.083 - Poster Session 7
  In Poster Session: 35.083-8 - Research in Mathematics Education SIG Poster Session

Abstract

Abstract
In this study, we considered how middle school teachers understood the relationship between fractions and ratios. We used two instruments to collect data from 11 teachers and relied on Knowledge in Pieces (diSessa, 2006) as a lens for considering understandings teachers have and how coherent those understandings are. From our analysis, we developed three main findings: participants did not have a single definition for ratios; they used specific vocabulary when discussing ratios; and their language evoked additive strategies rather than multiplicative relationships. When considering the coherence of participants’ understandings we concluded that they each had a number of knowledge resources, but that those resources may not yet be well-connected to each other. This has implications for professional development.

Authors

• Gal Gili Nagar, University of Massachusetts - Dartmouth

• Travis Weiland, University of Massachusetts - Dartmouth

• Chandra H. Orrill, University of Massachusetts - Dartmouth

• James P. Burke, University of Massachusetts - Dartmouth