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Abstract

This study aimed to evaluate the level of proportional reasoning among middle school students in their ability to solve mathematical problems involving proportions. Proportional reasoning is essential for understanding and mastering various mathematical concepts, serving as a fundamental skill for higher-level mathematics. A qualitative case study design was employed, involving 28 eighth-grade students from a school in Bandung, Indonesia. The participants were assessed using a set of proportion-related problems, including numerical comparison, non-proportional (additive), direct proportion, and inverse proportion tasks. The analysis focused on categorizing the students' problem-solving strategies into distinct levels of proportional reasoning, ranging from non-proportional to formal proportional reasoning. Additionally, three students representing high, moderate, and low mathematical performance were selected for in-depth interviews to explore their reasoning processes when addressing proportion problems. Data analysis included administering tests, reviewing students' problem-solving strategies, conducting in-depth interviews, and evaluating their proportional reasoning abilities. The findings revealed that students with high and moderate mathematical performance exhibited proportional reasoning levels ranging from 0 to 3, whereas low-performing students displayed levels ranging from 0 to 2. Moreover, students generally faced difficulties distinguishing between proportional and non-proportional problems. Even when correct answers were provided, many lacked a deep understanding of direct and inverse proportion concepts. The study also discusses several implications for enhancing students' proportional reasoning skills.

Keywords

Middle School Students Proportional Problem Proportional Reasoning Solution Strategies

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Sari, R. N., Rosjanuardi, R., Isharyadi, R., & Nurhayati, A. (2024). Level of students’ proportional reasoning in solving mathematical problems. Journal on Mathematics Education, 15(4), 1093–1112. https://doi.org/10.22342/jme.v15i4.pp1093-1112
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