Using digital photography to support teaching and learning of proportional reasoning concepts

Hilton, Geoff, Hilton, Annette, Dole, Shelley and Goos, Merrilyn (2013). Using digital photography to support teaching and learning of proportional reasoning concepts. In: L. Gómez Chova, A. López Martínez and I. Candel Torres, EDULEARN13: 5th International Conference on Education and New Learning Technologies: Conference Proceedings. EDULEARN13: 5th Annual International Conference on Education and New Learning Technologies, Barcelona, Spain, (5448-5454). 1-3 July, 2013.

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Name Description MIMEType Size Downloads
Author Hilton, Geoff
Hilton, Annette
Dole, Shelley
Goos, Merrilyn
Title of paper Using digital photography to support teaching and learning of proportional reasoning concepts
Conference name EDULEARN13: 5th Annual International Conference on Education and New Learning Technologies
Conference location Barcelona, Spain
Conference dates 1-3 July, 2013
Proceedings title EDULEARN13: 5th International Conference on Education and New Learning Technologies: Conference Proceedings
Journal name EDULEARN Proceedings
Place of Publication Burjassot, Valencia, Spain
Publisher International Association of Technology, Education and Development (IATED)
Publication Year 2013
Sub-type Fully published paper
Open Access Status
ISBN 9788461638222
ISSN 2340-1117
Editor L. Gómez Chova
A. López Martínez
I. Candel Torres
Start page 5448
End page 5454
Total pages 7
Collection year 2014
Language eng
Formatted Abstract/Summary
Proportional reasoning entails multiplicative relationships in situations of comparison. Successful proportional reasoners can recognise a proportional situation as distinct from a non-proportional one; they have a sense of co-variation and they have a range of strategies for solving proportional problems.

As educators we realise that teaching proportional reasoning cannot solely rely on asking students to complete symbolic and mechanical methods, such as the cross-product algorithm. To develop proportional reasoning, students must have regular opportunities to experience the underlying concepts. These concepts include foundational aspects of proportional reasoning, such as fractional thinking, multiplicative thinking (as opposed to additive), relative thinking (as opposed to absolute), as well as concepts of rate and scale.

As part of a large multi-state project in Australia to enhance middle years students' numeracy through a focus on proportional reasoning, 120 teachers participated in a series of professional learning workshops. These teachers generally reported feeling confident teaching the algorithmic aspects of proportional reasoning but a number of them specifically asked for assistance with the conceptual development of their students' proportional reasoning.

In response, the researchers developed a series of activities with the teachers, where digital cameras were used in the school environs to capture images that represented examples of proportional reasoning concepts. In small groups, the teachers moved around the school taking their photos and then reported back to the workshop, showing their images through a data projector while they explained the concepts they felt their images captured.

This presentation articulates the ways that the digital cameras were used by the teachers to capture and report on the proportional reasoning concepts, and their thoughts and aspirations as to how they would use the cameras to develop the proportional reasoning of their students.
Keyword Proportional reasoning
Digital cameras
Images
Middle school
Q-Index Code E1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Conference Paper
Collections: Official 2014 Collection
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Created: Mon, 31 Mar 2014, 15:55:40 EST by Ms Kathleen Mcleod on behalf of School of Education