Analysis of Students' Reasoning in Solving Comparison Problems

Marouane  Moukhliss; Brahim  Ennassiri; Said  Abouhanifa; Naceur  Achtaich; Elmostapha  Alkhozai

doi:10.36941/jesr-2022-0123

Authors

Marouane Moukhliss Laboratory of Analysis, Modeling and Simulation (LAMS), Faculty of Sciences Ben M'sik, Hassan II University of Casablanca, P.O Box 7955 Sidi Othman, Casablanca, Morocco
Brahim Ennassiri IR2M laboratory, Hassan 1st University, 26000 Settat, Morocco
Said Abouhanifa Centre Régional des Métiers de l’Enseignement et de la Formation (CRMEF), Settat, Morocco
Naceur Achtaich Laboratory of Analysis, Modeling and Simulation (LAMS), Faculty of Sciences Ben M'sik, Hassan II University of Casablanca, P.O Box 7955 Sidi Othman, Casablanca, Morocco
Elmostapha Alkhozai IR2M laboratory, Hassan 1st University, 26000 Settat, Morocco

DOI:

https://doi.org/10.36941/jesr-2022-0123

Keywords:

analytical reasoning, algebraic potential, algebraic thinking, disconnected problems, literal language

Abstract

The objective of this article is to analyze the degree of analyticity in the reasoning of both the 6th grade of elementary school and the first year of middle school, related to activities called comparison problems which are qualified as conducive to emerge analytical reasoning characterizing algebraic thinking according to several researchers (Bednarz et al., 1996; Radford, 2010; Squalli, 2000). The results we found show that a powerful algebraic potential exists in these types of activities. Moreover, they show that the letter’s presence or absence did not prevent the students from deploying sophisticated analytical reasoning.

Received: 21 June 2022 / Accepted: 18 August 2022 / Published: 2 September 2022