Wright, V. (2011). Percentages as a co-ordination class. J. Clark, B. Kissane, J. Mousley. Mathematics: traditions and [new] practices : proceedings of the AAMT-MERGA Conference, held in Alice Springs, 3-7 July 2011 1081-1088. Adelaide, Australia: AAMT and MERGA.
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.
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