The Development of, and Interaction between, Intuitive and School-Taught Ideas about Percent

@article{LembkeReys1994, abstract = {The objective of this study was to determine how students' strategies for solving percent problems change over grades 5, 7, 9, and 11. The questions addressed included the following: What intuitive knowledge do students bring to the study of percent? Do students use this intuitive knowledge in solving percent problems? What processes do students use to solve percent problems? Does choice of solution method differ after formal instruction on percent? The researcher employed a cross-sectional research design whereby 31 students representing two ability levels (middle and high) from grades 5, 7, 9, and 11 were interviewed. The responses were compared and contrasted by ability and grade level. The 5th and 7th graders, who had little or no formal instruction on percent, used a variety of strategies including benchmark, ratios, and fractions, to solve percent problems. The 9th graders made extensive use of the school-taught equation strategy. The 1lth graders. who had been away from formal instruction on percent for at least a year, also used the equation strategy extensively, but also employed a variety of other strategies and were more reflective in their choice of strategy.}, author = {Lembke, L. and Reys, B. }, citeulike-article-id = {2632773}, journal = {Journal for Research in Mathematics Education}, keywords = {education, mathematics, percent, percentages, proportional, proportionality, reasoning, school, tml-project}, month = {May}, number = {3}, pages = {237--259}, posted-at = {2008-04-05 16:27:46}, priority = {0}, title = {The Development of, and Interaction between, Intuitive and School-Taught Ideas about Percent}, url = {http://links.jstor.org/sici?sici=0021-8251\%28199405\%2925\%3A3\%3C237\%3ATDOAIB\%3E2.0.CO\%3B2-9}, volume = {25}, year = {1994} }

TY - JOUR ID - LembkeReys1994 L3 - citeulike-article-id:2632773 TI - The Development of, and Interaction between, Intuitive and School-Taught Ideas about Percent JF - Journal for Research in Mathematics Education VL - 25 IS - 3 SP - 237 EP - 259 N2 - The objective of this study was to determine how students' strategies for solving percent problems change over grades 5, 7, 9, and 11. The questions addressed included the following: What intuitive knowledge do students bring to the study of percent? Do students use this intuitive knowledge in solving percent problems? What processes do students use to solve percent problems? Does choice of solution method differ after formal instruction on percent? The researcher employed a cross-sectional research design whereby 31 students representing two ability levels (middle and high) from grades 5, 7, 9, and 11 were interviewed. The responses were compared and contrasted by ability and grade level. The 5th and 7th graders, who had little or no formal instruction on percent, used a variety of strategies including benchmark, ratios, and fractions, to solve percent problems. The 9th graders made extensive use of the school-taught equation strategy. The 1lth graders. who had been away from formal instruction on percent for at least a year, also used the equation strategy extensively, but also employed a variety of other strategies and were more reflective in their choice of strategy. KW - education KW - mathematics KW - percent KW - percentages KW - proportional KW - proportionality KW - reasoning KW - school KW - tml-project AU - Lembke, L AU - Reys, B PY - 1994/05// UR - http://links.jstor.org/sici?sici=0021-8251%28199405%2925%3A3%3C237%3ATDOAIB%3E2.0.CO%3B2-9 ER -