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Learning Trajectory

Rational Numbers Sense to Proportional Reasoning

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The Creative Enterprise of Mathematics Teaching Research

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Abstract

This section is intended to demonstrate how statistical, or quantitative, analysis can be used, alongside qualitative investigations of discourse, to study hypothetical trajectories and relationships between conceptual knowledge as students’ progress through rational number sense toward proportional reasoning.

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Author information

Authors and Affiliations

  1. Mathematics Department, Eugenio Maria de Hostos Community College, USA

    William Baker

  2. City University of New York, USA

    William Baker

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  1. William Baker
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Editor information

Editors and Affiliations

  1. Eugenio Maria de Hostos Community College, City University of New York, USA

    Bronislaw Czarnocha

  2. Eugenio Maria de Hostos Community College, City University of New York, USA

    William Baker

  3. Eugenio Maria de Hostos Community College, City University of New York, USA

    Olen Dias

  4. Bronx Community College, City University of New York, USA

    Vrunda Prabhu

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Baker, W. (2016). Learning Trajectory. In: Czarnocha, B., Baker, W., Dias, O., Prabhu, V. (eds) The Creative Enterprise of Mathematics Teaching Research. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-549-4_29

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  • DOI: https://doi.org/10.1007/978-94-6300-549-4_29

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-549-4

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