Successful percent problem solving for year 8 students using the proportional number line method

Shelley Dole

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Successful percent problem solving for year 8 students using the proportional number line method

Conference paper

Open access

Peer reviewed

Successful percent problem solving for year 8 students using the proportional number line method

Shelley Dole

Proceedings of the 22nd Annual Conference of the Mathematics Education Research Group of Australasia, pp.43-50

Annual Conference of the Mathematics Education Research Group of Australasia (MEGRA), 22nd (Adelaide, Australia, 04-Jul-1999–07-Jul-1999)

Mathematics Education Research Group of Australasia (MERGA)

1999

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Abstract

Curriculum and Pedagogy

Education Systems

A review of the literature to guide the development of a coherent teaching program on percent for Year 8 students revealed varied alternatives and little consensus. Working from the premise that fundamentally percent is a proportion, the proportional number line method was created to assist students experience success in percent problem solving, to also promote conceptual understanding of percent as a proportion, and to embody the multiplicative structure of percent situations. Classroom research indicated that students readily adopted the method.

Details

Title: Successful percent problem solving for year 8 students using the proportional number line method
Authors: Shelley Dole (Author) - University of Tasmania
Contributors: J M Truran (Editor)
K M Truran (Editor)
Publication details: Proceedings of the 22nd Annual Conference of the Mathematics Education Research Group of Australasia, pp.43-50
Conference details: Annual Conference of the Mathematics Education Research Group of Australasia (MEGRA), 22nd (Adelaide, Australia, 04-Jul-1999–07-Jul-1999)
Publisher: Mathematics Education Research Group of Australasia (MERGA)
Date published: 1999
Copyright note: 1999 Mathematics Education Research Group of Australasia Inc. Reproduced here with the permission in accordance with the publisher's copyright policy.
Organisation Unit: School of Education - Legacy; Indigenous and Transcultural Research Centre; School of Education and Tertiary Access
Language: English
Record Identifier: 99449549002621
Output Type: Conference paper

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