Using an Interactive Computer System to Support the Task of Building the Notions of Ratio and Proportion

Author(s)
Elena Fabiola Ruiz Ledesma

ABSTRACT

This article describes the design and general outcome of applying a computer system that includes interactive activities to the topics of ratio and proportion. The work was undertaken with Mexican students attending primary school grade six (11 year olds). In designing the activities, our work was based on the studies of researchers who have focused on such topics, as well as on the work of researchers in the field of computer sciences and education technology. Support of the activities designed is found in psycho-pedagogy, in knowledge of mathematics and in the fields of computer sciences and education technology.

This article describes the design and general outcome of applying a computer system that includes interactive activities to the topics of ratio and proportion. The work was undertaken with Mexican students attending primary school grade six (11 year olds). In designing the activities, our work was based on the studies of researchers who have focused on such topics, as well as on the work of researchers in the field of computer sciences and education technology. Support of the activities designed is found in psycho-pedagogy, in knowledge of mathematics and in the fields of computer sciences and education technology.

Cite this paper

nullLedesma, E. (2010). Using an Interactive Computer System to Support the Task of Building the Notions of Ratio and Proportion.*Creative Education, 1,* 115-120. doi: 10.4236/ce.2010.12017.

nullLedesma, E. (2010). Using an Interactive Computer System to Support the Task of Building the Notions of Ratio and Proportion.

References

[1] E. F. Ruiz, “Study Of Solving Strategies and Proposal for the Teaching of Ratio and Proportion,” Proceedings of the 22nd Annual Meeting North American Chapter of the International Group for the Psychology of Mathematics Education, Vol. 2, 2000, pp. 395-396.

[2] J. Piaget, “Psicología del Ni?o,” Madrid: Ediciones Morata, 1978, pp. 131-150.

[3] J. E. Piaget and B. Inhelder, “Las Operaciones Intelec- tuales y su Desarrollo, Lecturas en Psicología del ni?o, I. Madrid, 1978, pp. 70-119.

[4] H. Freudenthal, “Didactical Phenomenology of Mathematical Structures,” D. Reidel Publishing Company, Holland, 1983, pp. 178-209.

[5] L. Streefland, “Search for the Roots of Ratio: Some thought on the Long Term Learning Process,” Educational Studies in Mathematics, Vol. 15, No. 3. 1984, pp. 327-348.

[6] L. Streefland, “Fractions in Realistic Mathematics Education,” Tesis Doctoral Publicada Por la Kluwer Academic Publishers, Netherlands, 1991.

[7] L. Streefland, “The Design of a Mathematics Course a Theoretical Reflection,” Educational Studies in Mathematics, Vol. 25, No. 1/2, 1993, pp. 109-135.

[8] E. F. Ruiz and M. Valdemoros, “Concepts of Ratio and Proportion in Basic Level Students: Case Study,” Proceedings of the 24th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Vol. 4, 2002, pp. 1651- 1657.

[9] C. K. Lim, “Computer Self-Efficacy, “Academic Self- Concept and Other Predictors of Satisfaction and Future Participation of Adult Distance Learners,” American Journal of Distance Education, Vol. 15, No. 2, 2001, pp, 41-51.

[10] P. Galbraith and C. Haines, “Disentangling the Nexus: Attitudes to Mathematics and Technology in a Computer Learning Environment,” Educational Studies in Mathematics, Vol. 36, 1998, pp. 275-290.

[11] D. M. Nguyen and G. Kulm, “Using Web-Based Practice to Enhance Mathematics Learning and Achievement,” Journal of Interactive Online Learning, Vol. 3, No. 3, 2005, pp. 1-16.

[1] E. F. Ruiz, “Study Of Solving Strategies and Proposal for the Teaching of Ratio and Proportion,” Proceedings of the 22nd Annual Meeting North American Chapter of the International Group for the Psychology of Mathematics Education, Vol. 2, 2000, pp. 395-396.

[2] J. Piaget, “Psicología del Ni?o,” Madrid: Ediciones Morata, 1978, pp. 131-150.

[3] J. E. Piaget and B. Inhelder, “Las Operaciones Intelec- tuales y su Desarrollo, Lecturas en Psicología del ni?o, I. Madrid, 1978, pp. 70-119.

[4] H. Freudenthal, “Didactical Phenomenology of Mathematical Structures,” D. Reidel Publishing Company, Holland, 1983, pp. 178-209.

[5] L. Streefland, “Search for the Roots of Ratio: Some thought on the Long Term Learning Process,” Educational Studies in Mathematics, Vol. 15, No. 3. 1984, pp. 327-348.

[6] L. Streefland, “Fractions in Realistic Mathematics Education,” Tesis Doctoral Publicada Por la Kluwer Academic Publishers, Netherlands, 1991.

[7] L. Streefland, “The Design of a Mathematics Course a Theoretical Reflection,” Educational Studies in Mathematics, Vol. 25, No. 1/2, 1993, pp. 109-135.

[8] E. F. Ruiz and M. Valdemoros, “Concepts of Ratio and Proportion in Basic Level Students: Case Study,” Proceedings of the 24th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Vol. 4, 2002, pp. 1651- 1657.

[9] C. K. Lim, “Computer Self-Efficacy, “Academic Self- Concept and Other Predictors of Satisfaction and Future Participation of Adult Distance Learners,” American Journal of Distance Education, Vol. 15, No. 2, 2001, pp, 41-51.

[10] P. Galbraith and C. Haines, “Disentangling the Nexus: Attitudes to Mathematics and Technology in a Computer Learning Environment,” Educational Studies in Mathematics, Vol. 36, 1998, pp. 275-290.

[11] D. M. Nguyen and G. Kulm, “Using Web-Based Practice to Enhance Mathematics Learning and Achievement,” Journal of Interactive Online Learning, Vol. 3, No. 3, 2005, pp. 1-16.