Middle School Students' Understanding of Number Sense Related to Percent.
Middle School Students' Understanding of Number Sense Related to Percent.
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中学生对与百分比相关的数感的理解。
DOI：
10.1111/j.1949-8594.1997.tb17337.x
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发表时间：
1997
影响因子：
1.1
通讯作者：
D. B. Aichele
中科院分区：
文献类型：
--
作者：
D. B. Aichele
本研究考察了中学生对百分比的理解，重点考察了他们对数字的理解。这项研究的参与者是106名七年级学生和93名八年级学生。学生们接受了笔试，其中包括21道多项选择题和一道开放式题。对28名被选中的学生进行了研究访谈。与给出一组离散的圆圈相比，学生们更好地解释了一个以百分比表示的量，给出了一个图画连续的区域。学生们很难解释用数字的百分比来表示的数量。学生用来进行百分比比较的策略代表了对问题的正确和错误的广泛的方法。除了使用50%和100%作为共同参照点外，学生还成功地应用了分数关系、估计和心算进行比较。研究还采用了各种不恰当的策略，包括计算程序和数值比较，其中一些策略导致了正确的多项选择回答。
This study examined middle school students' understanding of percent, focusing on number sense. Participants in the study were 106 seventh-grade and 93 eighth-grade students. Students were given a written test that included 21 multiple-choice questions and an open-ended item. Research interviews were conducted with 28 selected students. Students performed better interpreting a quantity expressed as a percent given a pictorial continuous region than when a pictorial discrete set of circles was given. Students had difficulty interpreting a quantity expressed as a percent of a number. The strategies used by students to make comparisons about percents represent a wide range of correct and incorrect approaches to the questions. In addition to the use of 50% and 100% as common reference points, students successfully applied fractional relationships, estimation and mental computation to make comparisons. A variety of inappropriate strategies which included computational procedures and numerical comparisons were also employed, some of which resulted in the correct multiple-choice response.