Schematized meaning of the concept of percent by the 14 year-olds children
Based on the theory of constructivism, this study identified 14 year old’ schematized meaning of the concept of percent and how the children use them in solving the related problems. Data incorporating both verbal and non-verbal behaviour was gathered from seven 14 year-olds based on five suc...
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| Format: | Article |
| Language: | English |
| Published: |
EuroJournals Publishing, Inc.
2010
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| Online Access: | http://irep.iium.edu.my/16618/ http://irep.iium.edu.my/16618/ http://irep.iium.edu.my/16618/1/Schematized_Meaning_of_the_Concept.pdf |
| Summary: | Based on the theory of constructivism, this study identified 14 year old’ schematized
meaning of the concept of percent and how the children use them in solving the related
problems. Data incorporating both verbal and non-verbal behaviour was gathered from
seven 14 year-olds based on five successive clinical interview sessions involving several
problematic activities. Findings revealed that children gave meaning to percent based on
fraction, whole number and mixed numbers. Fractional and whole number schemes were
used to give meaning to percents less than one hundred and percents greater than one
hundred respectively. Mixed number scheme was used specifically to give meaning to
percents greater than one hundred. Each scheme was used by the children in several given
situations during the interview sessions. Further, the children’s mental images of percent
were mainly based on either fractional or whole number ideas, and they dominantly use
continuous regions rather than discrete regions in representing percent. It is therefore
suggested that mathematics teachers learn the mathematical knowledge of their students to
harmonize their teaching methods with the nature of the children’s knowledge |
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