A Comparison of Two Sequences for Teaching Percent.

The purpose of this study was to develop and evaluate two sequences for teaching percent. The two sequences differed in their approach to the solution of case 1 percent problems. One of the sequences relied on the factor product method and the other on the proportion method. The interrelationships among the students' knowledge of fractions, decimals and percents were examined. An author developed model for learning percent problems solving skills was evaluated. The subjects (N = 278) were derived from eleven, intact, seventh grade mathematics classes from two public schools. All classes were taught by their regular teachers. Classes were r and omly assigned to treatments, so that each of the three teachers involved in the study taught about the same number of classes in each treatment. The students received twenty days of instruction and testing. Student learning was assessed using author developed tests and interviews of r and omly selected students. Student test performance in this study exceeded several nationally reported test results. Analyses of variance and covariance revealed few significant differences between treatment groups. Where treatment differences were found they tended to favor the factor product students. Cross-lagged panel correlation analyses indicated that student knowledge of fractions and decimals had a significant effect on their ability to learn percent topics. Walbesser ratios were computed and used to evaluate the author's model for learning percent problem solving skills. Student test data supported the author's model for solving case 2 percent problems, but not for solving case 1 percent problems. Results of this study suggest that percent work can be introduced at the seventh grade level, but more time needs to be spent on teaching it than has been traditionally allocated for it. A number of topics (writing percent equivalents for thirds and eighths, simplifying fractions, and solving percent verbal problems) were discovered to be very difficult for students to master. Special lessons will need to be developed for difficult topics and there may be some topics, like the solution of percent increase problems, which should be introduced at this level without expecting student mastery.PhDMathematics educationUniversity of Michiganhttp://deepblue.lib.umich.edu/bitstream/2027.42/159229/1/8304541.pd