Proportional reasoning in the laboratory: An intervention study in vocational education

Arthur Bakker*, Djonie Groenveld, Monica Wijers, Sanne F. Akkerman, Koeno P E Gravemeijer

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

Based on insights into the nature of vocational mathematical knowledge, we designed a computer tool with which students in laboratory schools at senior secondary vocational school level could develop a better proficiency in the proportional reasoning involved in dilution. We did so because we had identified computations of concentrations of chemical substances after dilution as a problematic area in the vocational education of laboratory technicians. Pre- and post-test results indeed show that 47 students aged 16-23 significantly improved their proportional reasoning in this domain with brief instruction time (50-90 min). Effect sizes were mostly large. The approach of using a visual tool that foregrounds mathematical aspects of laboratory work thus illustrates how vocational mathematical knowledge can be developed effectively and efficiently.

Original languageEnglish
Pages (from-to)211-221
Number of pages11
JournalEducational Studies in Mathematics
Volume86
Issue number2
DOIs
Publication statusPublished - 1 Jan 2014

Keywords

  • Computer tool
  • Hybridity
  • Janus-head nature of vocational mathematics
  • Proportional reasoning
  • Situated abstraction
  • Workplace mathematics

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