Fostering Quantitative Reasoning Through a Question of Fairness

Author:
Ayse Ozturk Ohio State University, Newark

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Volume/Issue:
Volume 116: Issue 4
Page(s):
265–272
DOI:
https://doi.org/10.5951/MTLT.2022.0226
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Subjects:
Math Topic, Algebra, Algebraic Thinking, Number, Ratios & Proportional Relationships, Quantities

An instructional activity positions students’ quantitative reasoning as the central mechanism of problem solving based on the notions of fairness and reasonableness.

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  • Carmona, G. , & Greenstein, S. (2013). Investigating the relationship between the problem and the solver: Who decides what math gets used? In R. Lesh , P. L. Galbraith , C. R. Hains , & A. Hurford (Eds.), Modeling students’ mathematical modeling competencies: ICTMA 13 (pp. 245–254). Springer.

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  • National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all.

  • National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common core state standards for mathematics. http://www.corestandards.org

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  • Thompson, P. W. , & Smith, J., III. (2008). Quantitative reasoning and the development of algebraic reasoning. In J. K. Kaput , D. W. Carraher , & M. L. Blanton (Eds.), Algebra in the early grades (pp. 95–132). Erlbaum.

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Copyright:
© 2023 by National Council of Teachers of Mathematics, Inc.
Page Count:
8
Article Category:
Research Article
Print Publication Date:
01 Apr 2023
Online Publication Date:
Apr 2023
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