EXAMINING CHANGE OF PROPORTIONAL REASONING IN THE SECOND GRADE CHILDREN BEFORE AND AFTER THE LEARNING OF MULTIPLICATION

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  • 小学校2年生の比例的推論の変容に関する一考察―乗法の学習前後における筆記調査のプロファイルから―

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The purpose of this paper is to examine the characteristics and changes in proportional reasoning of children in the second grade of elementary school through a comparison of their answers to written problems that were posed before (1st semester) and after (3rd semester) the learning of whole-number multiplication. According to the children's thinking strategies summarized, the use of multiplication increased, such that almost all of the children used multiplication for the "per 1" question in which "price per 1 egg" was stated. In order to examine the changes in the children in more detail, we identified the correctand-incorrect-response patterns in the 1st semester, and created profiles of problem-solving in the 1st and 3rd semesters for the children who belonged to each pattern. The profiles showed that the thinking strategies used by the children and the use of the learned multiplication methods differed in some aspects of each pattern. These results suggest that the differences in proportional reasoning that children are developing at the time are intricately intertwined with the further development of their proportional reasoning through the learning of multiplication.

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