Putrawangsa, Susilahudin (2021) Developing students' understanding of percentage: the role of spatial representation. Mathematics Teaching Research Journal, 13 (4). pp. 4-26. ISSN 2573-4377

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Abstract

ENGLISH The main goal of the current study is to develop intervention of learning to promote students' understanding of percentage. The design of the interventions employed the spatial representation of percentage in the form of a bar model and was designed based on the pedagogical concepts of Realistic Mathematics Education (RME). The participants were taken from year-four primary students (around 10 to 11 years old). The data were collected from classroom observation during the implementation of the interventions. The findings show that the design of the learning interventions supports the students in developing their understanding of several fundamental ideas of percentage. The students could make sense of the proportional relationship underlying percentage in applying counting strategies involving proportional relationship, such as doubling, halving, multiplying, and dividing. They could add or subtract two percentages and treat a percentage as an operator. The spatial representation of percentage in the form of a bar plays a critical role during learning. First, the bar helps the students in visualizing the proportional relationship underlying the two magnitudes of percentage. Second, the bar aids the student in noticing the part-whole relationship underlying the percentage. Third, the bar model triggers students to perform flexible counting or computation strategies. Fourth, the bar helps the student to perform a mental computation. Fifth, the bar facilitates the students in keeping track of their computation process. Sixth, the bar model helps students to switch their thinking easily and mentally between the two magnitudes. Seventh, the bar triggers the students in estimating their counting.

Item Type:	Article
Uncontrolled Keywords:	spatial reasoning; visualisation; bar model
Subjects:	13 EDUCATION > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy
Divisions:	Fakultas Tarbiyah dan Keguruan > Jurusan Tadris Matematika
Depositing User:	Susilahudin Putrawangsa
Date Deposited:	02 May 2023 13:11
Last Modified:	05 May 2023 00:32
URI:	http://repository.uinmataram.ac.id/id/eprint/2978

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