The Unitary Method and the Equation Approach to Teaching Percentages

Abstract

Many year 11 students who have been taught by the unitary method struggle to solve lower secondary mathematical problems related to percentages in every day situations. The unitary method is thought to enhance logical and transparent approaches to mental arithmetic. The draft National Curriculum (ACARA, 2010) promotes the unitary method as the preferred approach for teaching percentages and related topics such as interest, ratio, and fractions. However, there is some research evidence to suggest that the equation approach is more effective. Based on the principles of cognitive load theory, this paper proposes the use of the equation approach rather than the unitary method to enhance year 8 students' learning of percentage tasks. By considering the intrinsic load associated with the percentage problems, the design of the equation approach incorporates prior knowledge such as "percent of a quantity", a schematic diagram to represent real-life problem situations and formulate a possible solution pathway.