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The Use of Proportional Reasoning an...

Orletsky, Darryl William.

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The Use of Proportional Reasoning and Rational Number Concepts by Adults in the Workplace.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Use of Proportional Reasoning and Rational Number Concepts by Adults in the Workplace./
Author:	Orletsky, Darryl William.
Description:	163 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3701502
ISBN:	9781321721829

The Use of Proportional Reasoning and Rational Number Concepts by Adults in the Workplace.
Orletsky, Darryl William.

The Use of Proportional Reasoning and Rational Number Concepts by Adults in the Workplace. - 163 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ph.D.)--Arizona State University, 2015.

Industry, academia, and government have spent tremendous amounts of money over several decades trying to improve the mathematical abilities of students. They have hoped that improvements in students' abilities will have an impact on adults' mathematical abilities in an increasingly technology-based workplace. This study was conducted to begin checking for these impacts. It examined how nine adults in their workplace solved problems that purportedly entailed proportional reasoning and supporting rational number concepts (cognates).

ISBN: 9781321721829Subjects--Topical Terms:

641129
Mathematics education.

The Use of Proportional Reasoning and Rational Number Concepts by Adults in the Workplace.
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100 1 $a Orletsky, Darryl William. $3 3181121
245 1 4 $a The Use of Proportional Reasoning and Rational Number Concepts by Adults in the Workplace.
300 $a 163 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
500 $a Adviser: James Middleton.
502 $a Thesis (Ph.D.)--Arizona State University, 2015.
520 $a Industry, academia, and government have spent tremendous amounts of money over several decades trying to improve the mathematical abilities of students. They have hoped that improvements in students' abilities will have an impact on adults' mathematical abilities in an increasingly technology-based workplace. This study was conducted to begin checking for these impacts. It examined how nine adults in their workplace solved problems that purportedly entailed proportional reasoning and supporting rational number concepts (cognates).
520 $a The research focused on four questions: a) in what ways do workers encounter and utilize the cognates while on the job; b) do workers engage cognate problems they encounter at work differently from similar cognate problems found in a textbook; c) what mathematical difficulties involving the cognates do workers experience while on the job, and; d) what tools, techniques, and social supports do workers use to augment or supplant their own abilities when confronted with difficulties involving the cognates.
520 $a Noteworthy findings included: a) individual workers encountered cognate problems at a rate of nearly four times per hour; b) all of the workers engaged the cognates primarily via discourse with others and not by written or electronic means; c) generally, workers had difficulty with units and solving problems involving intensive ratios; d) many workers regularly used a novel form of guess & check to produce a loose estimate as an answer; and e) workers relied on the social structure of the store to mitigate the impact and defuse the responsibility for any errors they made.
520 $a Based on the totality of the evidence, three hypotheses were discussed: a) the binomial aspect of a conjecture that stated employees were hired either with sufficient mathematical skills or with deficient skills was rejected; b) heuristics, tables, and stand-ins were maximally effective only if workers individually developed them after a need was recognized; and c) distributed cognition was rejected as an explanatory framework by arguing that the studied workers and their environment formed a system that was itself a heuristic on a grand scale.
590 $a School code: 0010.
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650 4 $a Adult education. $3 543202
650 4 $a Curriculum development. $3 684418
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710 2 $a Arizona State University. $b Curriculum and Instruction. $3 1677943
773 0 $t Dissertation Abstracts International $g 76-09A(E).
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791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3701502