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An Exploration of a Quantitative Reasoning Instructional Approach to Linear Equations in Two Variables With Community College Students

机译：社区大学生两变量线性方程组定量推理教学方法的探索

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摘要

In this exploratory study, we examined the effects of a quantitative reasoning instructional approach to linear equations in two variables on community college students' conceptual understanding, procedural fluency, and reasoning ability. This was done in comparison to the use of a traditional procedural approach for instruction on the same topic. Data were gathered from a common unit assessment that included procedural and conceptual questions. Results demonstrate that small changes in instruction focused on quantitative reasoning can lead to significant differences in students' ability to demonstrate conceptual understanding compared to a procedural approach. The results also indicate that a quantitative reasoning approach does not appear to diminish students' procedural skills, but that additional work is needed to understand how to best support students' understanding of linear relationships.
机译：在这项探索性研究中，我们研究了对两个变量中的线性方程式进行定量推理的教学方法对社区大学生的概念理解，程序流畅性和推理能力的影响。与使用传统的程序方法进行同一主题的授课相比，这样做是很容易的。数据是从包括程序和概念问题在内的通用单元评估中收集的。结果表明，与程序方法相比，专注于定量推理的教学上的微小变化会导致学生表现出概念理解能力的显着差异。结果还表明，定量推理方法似乎不会降低学生的程序能力，但是需要更多的工作来理解如何最好地支持学生对线性关系的理解。

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