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Teachers' strategies for demonstrating fraction and percentage equivalence

Citation

Chick, HL and Baratta, WC, Teachers' strategies for demonstrating fraction and percentage equivalence, Mathematics: Traditions and [New] Practices, 3-7 July 2011, Alice Springs, Northern Territory, Australia, pp. 183-191. ISBN 978-1-875900-71-8 (2011) [Refereed Conference Paper]

Copyright Statement

Copyright 2011 The Australian Association of Mathematics Teachers (AAMT) Inc. and the Mathematics Education Research Group of Australasia (MERGA) Inc.

Official URL: http://www.aamt.edu.au/Library/Conference-proceedi...

Abstract

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.

Item Details

Item Type:Refereed Conference Paper
Research Division:Education
Research Group:Curriculum and Pedagogy
Research Field:Mathematics and Numeracy Curriculum and Pedagogy
Objective Division:Education and Training
Objective Group:Teaching and Instruction
Objective Field:Teacher and Instructor Development
Author:Chick, HL (Associate Professor Helen Chick)
ID Code:79128
Year Published:2011
Deposited By:Education
Deposited On:2012-08-20
Last Modified:2017-10-03
Downloads:0

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