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Considerations for teaching with multiple methods: A case study of missingvalue problems in proportionality
Citation
Chin, S. L., Choy, B. H., & Leong, Y. H. (2022). Considerations for teaching with multiple methods: A case study of missing-value problems in proportionality. In N. Fitzallen, C. Murphy, V. Hatisaru, & N. Maher (Eds.), Proceedings of the 44th Annual Conference of the Mathematics Education Research Group of Australasia: Mathematical Confluences and Journeys (pp. 122-129). The Mathematics Education Research Group of Australasia Inc. https://files.eric.ed.gov/fulltext/ED623658.pdf
Abstract
In this paper, we present a case study of a secondary mathematics teacher, Isaac (pseudonym), and his considerations for teaching with multiple methods for solving missing-value problems. While his students preferred methods that drew more closely on their intuitive understanding of proportionality, Isaac emphasised the algorithmic cross-multiplication method. Analysis of Isaac’s introduction and use of the cross-multiplication method suggest his key considerations were linked demonstrating the efficiency of the cross-multiplication method, while also helping students to make making meaning from the cross-multiplication method.
Date Issued
2022
ISBN
9781920846336
Project
OER 31/19 BK
Funding Agency
National Institute of Education, Singapore