Abstract
PRINCIPLES AND STANDARDS FOR SCHOOL Mathematics (NCTM 2000) places proportionality among the major concepts connecting different topics in the mathematics curriculum at the middle school level (p. 217). What concerns us about many of the problems presented to students, however, is that they are often posed purely as a ratio or proportion from the start. Often the statement of a problem is a giveaway that a proportion is involved. For example, the question “If 15 students out of 20 get a problem correct, how many students in a class of 28 would we expect to get the problem correct?” does not tap the depth of proportional reasoning that is required for meaningful problem solving.
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