Using Modeling Tasks to Facilitate the Development of Percentages

Juhaina Awawdeh Shahbari, Irit Peled

Research output: Contribution to journalArticlepeer-review

Abstract

This study analyzes the development of percentages knowledge by seventh graders given a sequence of activities starting with a realistic modeling task, in which students were expected to create a model that would facilitate the reinvention of percentages. In the first two activities, students constructed their own pricing model using fractions and then extended the model while experiencing reinvention and extension of their knowledge of percentages. In the last two activities, they coped with a realistic changing reference situation. A control group used a traditional instructional unit. A pretest and two posttests showed between-group differences.

Original languageEnglish
Pages (from-to)259-272
Number of pages14
JournalCanadian Journal of Science, Mathematics and Technology Education
Volume16
Issue number3
DOIs
StatePublished - 2 Jul 2016

Bibliographical note

Publisher Copyright:
© 2016 Ontario Institute for Studies in Education of the University of Toronto.

ASJC Scopus subject areas

  • Education

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