Using Modeling Tasks to Facilitate the Development of Percentages

Autor/inn/en	Shahbari, Juhaina Awawdeh; Peled, Irit
Titel	Using Modeling Tasks to Facilitate the Development of Percentages
Quelle	In: Canadian Journal of Science, Mathematics and Technology Education, 16 (2016) 3, S.259-272 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-6156
DOI	10.1080/14926156.2015.1093201
Schlagwörter	Mathematics Instruction; Mathematics Education; Mathematical Concepts; Grade 7; Control Groups; Pretests Posttests; Fractions; Mathematical Models; Teaching Methods; Foreign Countries; Mathematics Teachers; Mathematics Achievement; Experimental Groups; Mixed Methods Research; Research Methodology; Correlation; Israel + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematische Bildung; School year 07; 7. Schuljahr; Schuljahr 07; Bruchrechnung; Mathematical model; Mathematisches Modell; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Research method; Forschungsmethode; Korrelation
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01