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
| Authors | Wright, 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. |
| Year | 2011 |
| Publisher | AAMT and MERGA |
| Publisher's version | File Access Level Controlled |
| Book title | Mathematics: traditions and [new] practices : proceedings of the AAMT-MERGA Conference, held in Alice Springs, 3-7 July 2011 |
| Page range | 1081 - 1088 |
| ISBN | 9781875900701 |
| Research Group | School of Education |
| Place of publication | Adelaide, Australia |
| Editors | J. Clark, B. Kissane and J. Mousley |
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https://acuresearchbank.acu.edu.au/item/879v6/percentages-as-a-co-ordination-class
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