Percentages as a co-ordination class

Conference item

Wright, Vince. (2011). Percentages as a co-ordination class. In J. Clark, B. Kissane and J. Mousley (Ed.). Mathematics: Traditions and [new] practices: Proceedings of the 2011 AAMT-MERGA conference. Adelaide, Australia: AAMT and MERGA. pp. 1081 - 1088
AuthorsWright, Vince
Abstract

Co-ordination class theory describes processes and functions by which the learner co-ordinates fine-grained knowledge elements in developing mathematical concepts. This study investigated similarities and differences in the strategies used by 11 to 13 year-old students as they worked on percentage problems. The results suggest important knowledge elements and processes for co-ordination of these elements that are necessary for the development of a concept of percentages.

Year2011
PublisherAAMT and MERGA
Publisher's version
File Access Level
Controlled
Book titleMathematics: traditions and [new] practices : proceedings of the AAMT-MERGA Conference, held in Alice Springs, 3-7 July 2011
Page range1081 - 1088
ISBN9781875900701
Research GroupSchool of Education
Place of publicationAdelaide, Australia
EditorsJ. Clark, B. Kissane and J. Mousley
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