Ngu, Bing

Tobias, Stephen

2012

Based on the design principles arise from the intrinsic load, the equation approach incorporated prior knowledge of percentage quantity as part of the learning process for percentage increase and decrease tasks. The equation approach was predicted to be better than the preferred unitary method (ACARA, 2010) or pictorial approach. Sixty year 8 students were randomly assigned to one of these approaches. Each group was exposed to identical acquisition problems but structured in their respective approaches. The equation group experienced a greater learning gain than the unitary or pictorial approach. Implications for learning percentage increase and decrease tasks are discussed.

Reflections, 37(1), p. 28-31

0156-7799

https://hdl.handle.net/1959.11/12189

en

Mathematical Association of New South Wales Inc

Learning to Solve Percentages: A Comparative Study of the Equation, Unitary, and Pictorial Approaches

Journal Article

Publication