, Volume 86, Issue 2, pp 211-221,
Open Access This content is freely available online to anyone, anywhere at any time.
Date: 06 Mar 2012

Proportional reasoning in the laboratory: an intervention study in vocational education

Abstract

Based on insights into the nature of vocational mathematical knowledge, we designed a computer tool with which students in laboratory schools at senior secondary vocational school level could develop a better proficiency in the proportional reasoning involved in dilution. We did so because we had identified computations of concentrations of chemical substances after dilution as a problematic area in the vocational education of laboratory technicians. Pre- and post-test results indeed show that 47 students aged 16–23 significantly improved their proportional reasoning in this domain with brief instruction time (50–90 min). Effect sizes were mostly large. The approach of using a visual tool that foregrounds mathematical aspects of laboratory work thus illustrates how vocational mathematical knowledge can be developed effectively and efficiently.

The research reported here was funded by NWO-PROO (411-06-205).