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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 |
| UTAS Author: | Chick, HL (Associate Professor Helen Chick) |
| ID Code: | 79128 |
| Year Published: | 2011 |
| Deposited By: | Education |
| Deposited On: | 2012-08-20 |
| Last Modified: | 2018-03-13 |
| Downloads: | 0 |
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