Using Literature to Engage Students in Proportional Reasoning

2003 ◽  
Vol 9 (3) ◽  
pp. 142-148
Author(s):  
Sherri L. Martinie ◽  
Jennifer M. Bay-Williams
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Proportional Reasoning ◽  
School Curriculum ◽  
School Students ◽  
Middle School Curriculum ◽  
Percent Increase

Proportional thinking appears in the middle school curriculum in many topics, including percent increase, functions, similarity, and scaling. Being able to reason proportionally enables students to make sense of these topics. Proportional reasoning is quite difficult for many middle school students, so it is imperative to find meaningful contexts that enable students to explore proportionality as it appears across mathematics strands.

Call for Manuscripts for the 1999 Focus Issue: Data and Chance in the Middle School Curriculum

1997 ◽  
Vol 3 (1) ◽  
pp. 45
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Mathematics Teaching ◽  
School Curriculum ◽  
School Students ◽  
Middle School Curriculum

The march 1999 issue of Mathematics Teaching in the Middle School (MTMS) will focus on the theme “Data and Chance in the Middle School Curriculum.” The Editorial Panel would like to feature exemplary lessons related to these topics, examine how these topics might be explored by middle school students, and highlight ways that data and chance can be connected to other areas of study.

Socrates and the Three Little Pigs: Connecting Patterns, Counting Trees, and Probability

1999 ◽  
Vol 5 (3) ◽  
pp. 156-161
Author(s):  
Denisse R. Thompson ◽  
Richard A. Austin
Keyword(s):  
Middle School ◽  
South Carolina ◽  
New Jersey ◽  
Middle School Students ◽  
Mathematics Curriculum ◽  
School Curriculum ◽  
School Students ◽  
Middle School Curriculum ◽  
Curriculum Frameworks ◽  
Counting Trees

Explorations of concepts of chance should be a part of the middle school curriculum, as indicated in the mathematics curriculum frameworks developed by several states (Florida 1996; South Carolina 1993; New Jersey 1996). The challenge for teachers is to find contexts that interest middle school students and motivate them to explore these ideas.

Call for Manuscripts for the 1999 Focus Issue: Data and Chance in the Middle School Curriculum

1997 ◽  
Vol 2 (6) ◽  
pp. 397
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Mathematics Teaching ◽  
School Curriculum ◽  
School Students ◽  
Middle School Curriculum

The march-april 1999 issue of Mathematics Teaching in the Middle School (MTMS) will focus on the theme “Data and Chance in the Middle School Curriculum.” The Editorial Panel would like to feature exemplary lessons related to these topics, examine how these topics might be explored by middle school students, and highlight ways that data and chance can be connected to other areas of study.

Call for Manuscripts for the 1999 Focus Issue: Data and Chance in the Middle School Curriculum

1997 ◽  
Vol 3 (3) ◽  
pp. 249
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Mathematics Teaching ◽  
School Curriculum ◽  
School Students ◽  
Middle School Curriculum

The march 1999 issue of Mathematics Teaching in the Middle School (MTMS) will focus on the theme “Data and Chance in the Middle School Curriculum.” The Editorial Panel would like to feature exemplary lessons related to these topics. examine how these topics might be explored by middle school students, and highlight ways that data and chance can be connected to other areas of study.

Proportional Reasoning Word Problem Performance for Middle School Students With High-Incidence Disabilities (HID)

2019 ◽  
Vol 43 (3) ◽  
pp. 140-153
Author(s):  
Anne Brawand ◽  
Margaret E. King-Sears ◽  
Anya S. Evmenova ◽  
Kelley Regan
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Proportional Reasoning ◽  
Future Research ◽  
School Students ◽  
High Incidence ◽  
Worked Problems ◽  
Based Instruction ◽  
High Incidence Disabilities ◽  
Mastery Criteria

Schema-based instruction (SBI) was used to teach nine middle school students with high-incidence disabilities (HID) to solve proportional reasoning word problems. A multiple-baseline-across-groups design was used to determine student understanding of the SBI process. The design consisted of three phases including baseline, SBI process, and maintenance. Training of the SBI process with worked problems occurred between baseline and SBI process. Students’ performance was measured using a five-category rubric, under two conditions: solving problems with and without calculator use. Results indicated that all groups improved problem-solving performance and maintained improvement 4 weeks after instruction. Implications for revising the rubric’s mastery criteria and future research are described.

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