Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Ratu Ilma Indra Putri, Dhea Anisah Putri, Zulkardi Zulkardi, MIchiel Doorman
universitas Sriwijaya
⬇ Download PDFThis study explores how sixth-grade students make sense of ratio situations, as reflected in the problems they pose in response to a given context. Adopting a sense-making perspective that views understanding as the process of structuring a situation, we analyze students’ posed problems and interviews in a familiar mixture context. The analysis shows that different framings and interpretations of the same situation can lead to different forms of ratio reasoning and shape the ratio structure students construct. In particular, some framings afford multiplicative and unit-rate reasoning, while others remain oriented toward direct quantitative comparison grounded in the context. These findings contributed to ratio learning by showing how problem posing reveals both the possibilities and limits of students’ emerging sense-making of ratio.
Sense_making_ratioproblem posingSix-grade-studentsRealistic_Mathematics_Educationcontext