Performance of Early School Years’ Prospective Teachers on a Task Involving non-Proportional Relationships
DOI:
https://doi.org/10.34019/2594-4673.2022.v6.37941Keywords:
Performance; Non-proportional relationships; Prospective teachers; Early school yearsAbstract
In this article is studied the performance of prospective teachers of the first school years in a task involving non-proportional relationships. It is also intended to compare the performance attained in this study with the performance of the same students in previous studies involving proportionality tasks. The study included 72 students from the 1st year of the Degree in Basic Education at a university in the north of Portugal. Data were obtained through the application of a questionnaire involving ratios, proportions, proportionality, and non-proportionality. Here, in this study, a task involving non-proportional relationships is explored. From the results obtained, it is highlighted a variable performance of the students in the items of the task, proving more difficult those that involve more than one arithmetic operation, and the prevalence of strategies based on arithmetic operations. Compared with the tasks involving proportionality relations, in the present task, involving non-proportional relations, students had a worse performance and few of them adopted the simple three rule strategy and adhered to the "illusion of linearity".
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