Developing Students' Understanding of Percentage: The Role of Spatial Representation

Autor/inn/en	Putrawangsa, Susilahudin; Febrian; Hasanah, Uswatun
Titel	Developing Students' Understanding of Percentage: The Role of Spatial Representation
Quelle	In: Mathematics Teaching Research Journal, 13 (2021) 4, S.4-26 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2573-4377
Schlagwörter	Mathematics Instruction; Mathematical Concepts; Concept Formation; Intervention; Elementary School Students; Grade 4; Spatial Ability; Visual Aids; Instructional Design; Problem Solving; Laptop Computers; Relevance (Education) + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Concept learning; Begriffsbildung; School year 04; 4. Schuljahr; Schuljahr 04; Räumliches Vorstellungsvermögen; Anschauungsmaterial; Lesson concept; Lessonplan; Unterrichtsentwurf; Problemlösen; Laptop computer; Laptop; Computer; Digitalrechner; Relevance; Relevanz
Abstract	The main goal of the current study is to develop intervention of learning to promote students' understanding of percentage. The design of the interventions employed the spatial representation of percentage in the form of a bar model and was designed based on the pedagogical concepts of Realistic Mathematics Education (RME). The participants were taken from year-four primary students (around 10 to 11 years old). The data were collected from classroom observation during the implementation of the interventions. The findings show that the design of the learning interventions supports the students in developing their understanding of several fundamental ideas of percentage. The students could make sense of the proportional relationship underlying percentage in applying counting strategies involving proportional relationship, such as doubling, halving, multiplying, and dividing. They could add or subtract two percentages and treat a percentage as an operator. The spatial representation of percentage in the form of a bar plays a critical role during learning. First, the bar helps the students in visualizing the proportional relationship underlying the two magnitudes of percentage. Second, the bar aids the student in noticing the part-whole relationship underlying the percentage. Third, the bar model triggers students to perform flexible counting or computation strategies. Fourth, the bar helps the student to perform a mental computation. Fifth, the bar facilitates the students in keeping track of their computation process. Sixth, the bar model helps students to switch their thinking easily and mentally between the two magnitudes. Seventh, the bar triggers the students in estimating their counting. (As Provided).
Anmerkungen	City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://commons.hostos.cuny.edu/mtrj
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01