How can the double number line promote students with mathematical learning difficulties to conduct and explain proportional reasoning?
Résumé
Proportional reasoning includes flexibly reasoning up and down in proportional situations. As un-explained algorithms are error-prone, all students should be able to connect and explain their rea-soning by the underlying concept elements, also students with mathematical learning difficulties. The paper reports from a design research study that aims at designing and investigating learning oppor-tunities on proportional reasoning, based on the double number line as the conceptually focused graphical representation. The qualitative analysis of two cases of students with mathematical learn-ing difficulties reveals that the double number line can substantially support students’ proportional reasoning, but for promoting their ability to explain their reasoning, additional conceptual and lan-guage-related learning opportunities might be required.
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