Journal article
Promoting Percent as a Proportion in Eighth-Grade Mathematics
School Science and Mathematics, Vol.100(7), pp.380-389
2000
Abstract
The literature provides many and varied suggestions for promoting conceptual understanding of percent and performing percent calculations. The diversity of ideas provides a wide selection but offers little clarity on the true nature of percent. From the premise that percent is fundamentally a proportion, this study incorporated a proportional approach for percent problem solving within an instructional program on percent. Classroom research with eighth-grade students indicated that the method was readily adopted by students and helped them experience success in percent problem solving, with percent problem solving proficiency maintained over a delayed period. It is hypothesized that the method has the potential to promote students' conceptual knowledge of percent as a proportion and the multiplicative structure of percent, as well as to build proportional knowledge.
Details
- Title
- Promoting Percent as a Proportion in Eighth-Grade Mathematics
- Authors
- Shelley Dole (Author) - University of Tasmania
- Publication details
- School Science and Mathematics, Vol.100(7), pp.380-389
- Publisher
- John Wiley & Sons Inc.
- Date published
- 2000
- DOI
- 10.1111/j.1949-8594.2000.tb18180.x
- ISSN
- 0036-6803
- Organisation Unit
- School of Education - Legacy; Indigenous and Transcultural Research Centre; School of Education and Tertiary Access; University of the Sunshine Coast, Queensland
- Language
- English
- Record Identifier
- 99450092702621
- Output Type
- Journal article
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