Proportional reasoning: an essential component of scientific reasoning

Hilton, A; Hilton, G

Proportional reasoning: an essential component of scientific reasoning

Hilton, A

Hilton, G

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Publication Type:: Journal Article
Citation:: Teaching Science, 2016, 62 (4), pp. 31 - 41
Issue Date:: 2016-12-01

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Field	Value	Language
dc.contributor.author	Hilton, A https://orcid.org/0000-0002-6638-0216	en_US
dc.contributor.author	Hilton, G	en_US
dc.date.available	2016-03-31	en_US
dc.date.issued	2016-12-01	en_US
dc.identifier.citation	Teaching Science, 2016, 62 (4), pp. 31 - 41	en_US
dc.identifier.issn	1449-6313	en_US
dc.identifier.uri	http://hdl.handle.net/10453/61763
dc.description.abstract	Numeracy is broadly defined as engagement with mathematics in a variety of contexts to meet an individual’s needs (Department of Education and Early Childhood Development, 2009). Mathematical knowledge alone is not sufficient for numeracy. According to Goos (2007), a numerate person has strong mathematical knowledge, which they combine with the use of mathematical tools and representations to solve problems in multiple contexts. In many scientific contexts, students need to be able to use mathematical knowledge in order to engage in scientific reasoning and problem-solving, and their understanding of scientific concepts relies heavily on their ability to understand and use mathematics in often new or unfamiliar contexts. Not only do science students need high levels of numeracy, they may be at risk of limited success in many areas of science if they do not (Lenton & Stevens, 2001). It follows that it is important that we recognise the essential role that all teachers and, in the case of this paper, science teachers play in supporting students to develop their numeracy skills. Science teachers are in a powerful position to do this because of the close connections between many concepts in science and mathematics. Indeed, a focus on numeracy elements in science benefits both science teachers and students. Students experience the authentic use of mathematics in context, while teachers are able to address what, for many students, is a significant learning hurdle, which in turn assists teachers in the teaching of their science topics	en_US
dc.relation.ispartof	Teaching Science	en_US
dc.title	Proportional reasoning: an essential component of scientific reasoning	en_US
dc.type	Journal Article
utslib.citation.volume	4	en_US
utslib.citation.volume	62	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	0299 Other Physical Sciences	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.issue	4	en_US
pubs.publication-status	Published	en_US
pubs.volume	62	en_US

Abstract:

Numeracy is broadly defined as engagement with mathematics in a variety of contexts to meet an individual’s needs (Department of Education and Early Childhood Development, 2009). Mathematical knowledge alone is not sufficient for numeracy. According to Goos (2007), a numerate person has strong mathematical knowledge, which they combine with the use of mathematical tools and representations to solve problems in multiple contexts. In many scientific contexts, students need to be able to use mathematical knowledge in order to engage in scientific reasoning and problem-solving, and their understanding of scientific concepts relies heavily on their ability to understand and use mathematics in often new or unfamiliar contexts. Not only do science students need high levels of numeracy, they may be at risk of limited success in many areas of science if they do not (Lenton & Stevens, 2001). It follows that it is important that we recognise the essential role that all teachers and, in the case of this paper, science teachers play in supporting students to develop their numeracy skills. Science teachers are in a powerful position to do this because of the close connections between many concepts in science and mathematics. Indeed, a focus on numeracy elements in science benefits both science teachers and students. Students experience the authentic use of mathematics in context, while teachers are able to address what, for many students, is a significant learning hurdle, which in turn assists teachers in the teaching of their science topics

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http://hdl.handle.net/10453/61763