"Twenty Percent Free!" So How Much Does the Original Bar Weigh?

Autor/inn/en	Hawera, Ngarewa; Taylor, Merilyn
Titel	"Twenty Percent Free!" So How Much Does the Original Bar Weigh?
Quelle	In: Australian Primary Mathematics Classroom, 16 (2011) 4, S.3-7 (5 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0286
Schlagwörter	Teacher Role; Numeracy; Marketing; Mathematics Education; Task Analysis; Mathematical Concepts; Learning Strategies; Problem Solving; Cognitive Development; Teaching Methods; Research; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Lehrerrolle; Rechenkompetenz; Mathematische Bildung; Aufgabenanalyse; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Problemlösen; Kognitive Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Forschung; Ausland; Australien
Abstract	Developing critical numeracy is important in a society where mathematics plays a particular and significant role. One way of helping learners to develop the level of numeracy required to participate in society is by exploring ideas embedded in rich, accessible tasks. These can be linked to contexts that have relevance in their lives. One mathematics idea widely employed in everyday living is percentages. A common context for exposure to percentages is where people act as consumers. Percentages are often presented to entice and sway people to make decisions about the purchase of a particular product or service. Understanding percentages and what they represent is therefore critical for appreciating the consequences of any decisions that are made. One way of exploring percentages is by examining readily available supermarket products that proclaim greater value or a larger quantity for the same dollar amount. This is a common manufacturing and marketing strategy for encouraging people to purchase a particular product. In this article, the authors explore a task that links to the context of buying a chocolate bar which indicates that the purchaser would be getting 20% more than the original bar, for the same price as the original one. A chocolate bar may seem a somewhat frivolous context, but it is a worthwhile opportunity for supporting students to develop their thinking about percentages greater than 100 percent. (Contains 3 figures.) (ERIC).
Anmerkungen	Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10