Promoting percent as a proportion in eighth-grade mathematics

Dole, S. (2000) Promoting percent as a proportion in eighth-grade mathematics. School science and mathematics, 100 7: 380-389. doi:10.1111/j.1949-8594.2000.tb18180.x

Author Dole, S.
Title Promoting percent as a proportion in eighth-grade mathematics
Journal name School science and mathematics   Check publisher's open access policy
ISSN 0036-6803
Publication date 2000
Sub-type Article (original research)
DOI 10.1111/j.1949-8594.2000.tb18180.x
Volume 100
Issue 7
Start page 380
End page 389
Total pages 10
Place of publication Bloomsburg, Pa
Publisher Wiley for the School Science and Mathematics Association
Language eng
Subject 130106 Secondary Education
130208 Mathematics and Numeracy Curriculum and Pedagogy
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.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Unknown

Document type: Journal Article
Sub-type: Article (original research)
Collection: School of Education Publications
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Created: Tue, 27 Jul 2010, 14:02:23 EST by Thelma Whitbourne on behalf of Faculty of Social & Behavioural Sciences