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Schematized meaning of the concept of percent by the 14 year-olds children

Nik Abdul Rahman, Nik Suryani (2010) Schematized meaning of the concept of percent by the 14 year-olds children. European Journal of Social Sciences, 18 (2). pp. 245-256. ISSN 1450-2267

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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

Item Type: Article (Journal)
Additional Information: 416/16618
Uncontrolled Keywords: Constructivism, schematized meaning, fraction, whole number, mixed numbers, percent, clinical interview
Subjects: L Education > LB Theory and practice of education > LB1101 Child study > LB1131 Physical development
Kulliyyahs/Centres/Divisions/Institutes (Can select more than one option. Press CONTROL button): Kulliyyah of Education
Depositing User: Saabihah Mohamed Salleh
Date Deposited: 15 Feb 2012 16:25
Last Modified: 15 Feb 2012 16:25
URI: http://irep.iium.edu.my/id/eprint/16618

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