Exploring Learning Opportunities in Korean Textbooks for Developing Proportional Reasoning

• In Event: Hilton Roundtable Session 7
  In Roundtable Session: Understanding Math Teaching and Learning From Multiple Perspectives

Abstract

Despite of the significance of proportional reasoning in secondary mathematics, how student might be supported to learn proportional reasoning remain unknown. The purpose of this study is to explore how the Korean textbooks may facilitate student learning of proportional reasoning by exploring the transition from concrete to abstract representations. This study also explores different perspectives used to promote student learning of proportional reasoning. A total of 189 instances were identified. Findings revealed several important aspects of the Korean textbooks. First, proportional reasoning was contextualized in real-world situations, which serves as a starting point of the transition process from concrete to abstract. Second, the use of multiple visual representations in concrete representations facilitated students’ sense-making of computational procedures in abstract representations

Authors

• Ji-Won Son, University at Buffalo - SUNY

• Hee-Jeong Kim, Hongik University, South Korea

• SeungJung Jo, University at Buffalo - SUNY