Analysis of primary school students’ process of understanding about the concept of ratio: A view from the Pirie-Kieren theory
Jhonatan Arenas-Peñaloza 1 2 3 * , Astelio Silvera-Sarmiento 1 , Camilo Andrés Rodríguez-Nieto 1 , Flor Monserrat Rodríguez-Vásquez 4 , Noris Navarro-Yepes 1 , Amanda Miguel Iguarán Jiménez 3
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1 Universidad de la Costa, Barranquilla, COLOMBIA2 I. E. T. C. Francisco Javier Cisnero, Puerto Colombia, COLOMBIA3 Universidad del Magdalena, Santa Marta, COLOMBIA4 Universidad Autónoma de Guerrero, Chilpancingo, MEXICO* Corresponding Author

Abstract

The understanding process of primary education students was analyzed when they solve tasks related to the concept of ratio. The study was based on the theoretical framework of Pirie and Kieren (1994). The methodology was qualitative with the case study method. The study was carried out in three stages: planning, development and analysis, using the field observation technique. Data collection was carried out through a task and an interview. The data were analyzed based on theoretical articulation. The results revealed that students lack the prior knowledge necessary to understand the concept of ratio. In conclusion, it can be noted that students do not present logical arguments to formalize the concept, and their understanding process is reduced to memorization or the use of mathematical strategies without understanding the relationship between the task and the mathematical concept.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 20, Issue 12, December 2024, Article No: em2542

https://doi.org/10.29333/ejmste/15656

Publication date: 01 Dec 2024

Online publication date: 26 Nov 2024

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Article Downloads: 223

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