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).
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- Partial requirement for: Ph. D., Arizona State University, 2015Note typethesis
- Includes bibliographical references (pages 133-143)Note typebibliography
- Field of study: Curriculum and instruction