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Teachers' strategies for demonstrating fraction and percentage equivalence

conference contribution
posted on 2023-05-23, 06:52 authored by Helen ChickHelen Chick, Baratta, WC
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] Practices

Editors

J. Clark, B. Kissane, J. Mousley, T. Spencer & S. Thornton

Pagination

183-191

ISBN

978-1-875900-71-8

Department/School

Faculty of Education

Publisher

The Australian Association of Mathematics Teachers, Inc.

Place of publication

Adelaide, South Australia

Event 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, Australia

Date of Event (Start Date)

2011-07-03

Date of Event (End Date)

2011-07-07

Rights statement

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

Repository Status

  • Restricted

Socio-economic Objectives

Teacher and instructor development

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    University Of Tasmania

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