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Connecting Research to Teaching: The When and Why of Using Proportions

2008; National Council of Teachers of Mathematics; Volume: 101; Issue: 7 Linguagem: Inglês

10.5951/mt.101.7.0528

2330-0582

Karen Heinz, Blair Sterba‐Boatwright,

Statistics Education and Methodologies

In our mathematics classes, we engage students in explorations involving similarity, relative growth and size, dilations, scaling, pi, constant rate of change, slope, speed, rates, percent, trigonometric ratios, probability, relative frequency, density, and direct and inverse variations. What do all of these (and many other) mathematics concepts have in common? They all involve ratios.