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Teachers' strategies for demonstrating fraction and percentage equivalence
Understanding the relationships among fractions, decimals, and percentages is a critical goal of the middle years of schooling. There are many approaches that teachers might take to help students develop this understanding; some capture general principles whereas others only illustrate specific equivalences. In this study teachers were asked to suggest three ways of convincing students that three-eighths is the same as 37.5%. The data reveal a wide range of strategies and show that different approaches may exemplify different features of the fraction-percentage relationship. The explanatory power of the examples is also considered.
History
Publication title
Mathematics: Traditions and [New] PracticesEditors
J. Clark, B. Kissane, J. Mousley, T. Spencer & S. ThorntonPagination
183-191ISBN
978-1-875900-71-8Department/School
Faculty of EducationPublisher
The Australian Association of Mathematics Teachers, Inc.Place of publication
Adelaide, South AustraliaEvent title
23rd Biennial Conference of The Australian Association of Mathematics Teachers Inc. and the 34th Annual Conference of the Mathematics Education Research Group of Australasia Inc. (AAMT-MERGA Conference)Event Venue
Alice Springs, Northern Territory, AustraliaDate of Event (Start Date)
2011-07-03Date of Event (End Date)
2011-07-07Rights statement
Copyright 2011 The Australian Association of Mathematics Teachers (AAMT) Inc. and the Mathematics Education Research Group of Australasia (MERGA) Inc.Repository Status
- Restricted