Publication Date

2011

Abstract

Co-ordination class theory describes processes and functions by which the learner co-ordinates fine-grained knowledge elements in developing mathematical concepts. This study investigated similarities and differences in the strategies used by 11 to 13 year-old students as they worked on percentage problems. The results suggest important knowledge elements and processes for co-ordination of these elements that are necessary for the development of a concept of percentages.

Document Type

Conference Paper

Access Rights

ERA Access

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