| Descript |
98 p |
| Note |
Source: Masters Abstracts International, Volume: 47-06, page: 3610 |
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Adviser: Ellen Hines |
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Thesis (M.S.)--Northern Illinois University, 2009 |
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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 |
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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 |
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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 |
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School code: 0162 |
| Host Item |
Masters Abstracts International 47-06
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| Subject |
Education, Mathematics
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Mathematics
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0280
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0405
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| Alt Author |
Northern Illinois University. Mathematical Sciences
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