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Author Patel, Rita Manubhai
Title Students' reasoning in start-unknown situations involving percents
book jacket
Descript 98 p
Note Source: Masters Abstracts International, Volume: 47-06, page: 3610
Adviser: Ellen Hines
Thesis (M.S.)--Northern Illinois University, 2009
This thesis investigated students' reasoning in value-unknown problems. More specifically, this research examined students' strategies in solving start-unknown problem situations involving percents. The purpose of this study was to offer teachers insight into students' difficulties with start-unknown problems involving percents
This study was conducted using task-based interviews. Each interview was conducted in a preplanned setting. A contingency plan was developed to guide the researcher based on the students' initial responses. Interviewees ranged from 4th grade elementary school students to first year college students
Based on this investigation the research found that students had some comprehension of the start-unknown problem structure. They were largely unable to consider (or did not recognize the significance of) how to find a percent of an unspecified quantity to add (or subtract) as an adjustment back to a start-unknown quantity. This may be due to an underdeveloped understanding of the problem situation or underdeveloped algebraic reasoning
School code: 0162
Host Item Masters Abstracts International 47-06
Subject Education, Mathematics
Mathematics
0280
0405
Alt Author Northern Illinois University. Mathematical Sciences
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