In this exploratory study, we examined the effects of a quantitative reasoning instructional approach to linear equations in two variables on community college students’ conceptual understanding, procedural fluency, and reasoning ability. This was done in comparison to the use of a traditional procedural approach for instruction on the same topic. Data were gathered from a common unit assessment that included procedural and conceptual questions. Results demonstrate that small changes in instruction focused on quantitative reasoning can lead to significant differences in students’ ability to demonstrate conceptual understanding compared to a procedural approach. The results also indicate that a quantitative reasoning approach does not appear to diminish students’ procedural skills, but that additional work is needed to understand how to best support students’ understanding of linear relationships.

中文翻译：

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社区大学生两变量线性方程定量推理教学法探索

在这项探索性研究中，我们研究了定量推理教学方法对两个变量中的线性方程的影响，对社区大学生的概念理解、程序流畅性和推理能力的影响。与使用传统程序方法进行同一主题的教学相比，这是这样做的。数据是从包括程序和概念问题在内的公共单元评估中收集的。结果表明，与程序方法相比，专注于定量推理的教学中的微小变化会导致学生展示概念理解能力的显着差异。结果还表明，定量推理方法似乎不会降低学生的程序技能，