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open access
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ISSN : 1229-0718
Proportional reasoning is the one of the core abilities prevalent in our everyday life that involves relational representation about relative quantities. A body of literature was reviewed that has produced contrasting views about the onset age of proportional reasoning. Crucially, several task factors that may be responsible for the varying results in the previous studies were suggested. These factors include 1) relation being asked (equivalence vs. ordinality), 2) the acquisition of mathematical convention, 3) quantitative types of stimulus (continuous vs, discrete) and 4) availability of half-boundary. A few recent studies that directly tested the effects of these task factors were discussed. Educational implication on teaching mathematical concepts and the future direction of researches on proportional reasoning abilities are also addressed.
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