Previous research (e.g., De Bock, 2002) has shown that—due to the extensive at-tention paid to proportional reasoning in elementary and secondary mathematics education—many students tend to overrely on proportional methods in diverse do-mains of mathematics (e.g., geometry, probability). We investigated the develop-ment of misapplication of proportional reasoning with the age and the educational
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Dooren et al. (2005) studied this question.
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