Future Teachers' Use of the Definition of Multiplication when Interpreting "Standard" Proportion Equations

• In Event: Mathematics Content, Processes, and Practices Brief Report Session: Proportional Reasoning in Middle Grades

Description for Program

The present study examines how five future middle grades mathematics teachers generated and interpreted proportion equations in terms of quantities, especially when they were prompted to consider an explicit, quantitative definition of multiplication.

Author

• Ibrahim Burak Olmez, University of Georgia