Quantitative relationships involving additive differences: Numerical resilience

Ajay RAMFUL, Siew Yin HO

    Research output: A Conference proceeding or a Chapter in BookConference contribution

    Abstract

    This case study describes the ways in which problems involving additive differences with unknown starting quantities, constrain the problem solver in articulating the inherent quantitative relationship. It gives empirical evidence to show how numerical reasoning takes over as a Grade 6 student instantiates the quantitative relation by resorting to guess-and- check trials. Although our study focuses on a single case study and a set of limited tasks, analysis of the data brings forth the necessity to give more explicit curricular attention to additive differences.
    Original languageEnglish
    Title of host publication37th Annual Conference of the Mathematics Education Research Group of Australasia
    Subtitle of host publicationCurriculum in focus: Research guided practice
    EditorsJ Anderson, M Cavanagh, A Prescott
    Place of PublicationAdelaide
    PublisherMERGA Inc
    Pages533-540
    Number of pages8
    ISBN (Print)9781920846275
    Publication statusPublished - 2014
    Event37th Annual Conference of the Mathematics Education Research Group of Australasia: Curriculum in focus: Research guided practice - Sydney, Sydney, Australia
    Duration: 29 Jun 20143 Jul 2014

    Conference

    Conference37th Annual Conference of the Mathematics Education Research Group of Australasia
    CountryAustralia
    CitySydney
    Period29/06/143/07/14

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    Cite this

    RAMFUL, A., & HO, S. Y. (2014). Quantitative relationships involving additive differences: Numerical resilience. In J. Anderson, M. Cavanagh, & A. Prescott (Eds.), 37th Annual Conference of the Mathematics Education Research Group of Australasia: Curriculum in focus: Research guided practice (pp. 533-540). Adelaide: MERGA Inc.