ERIC Number: ED389580
Record Type: RIE
Publication Date: 1995-Oct
Linking Informal Knowledge and Formal Skills: The Case of Percents.
Ginsburg, Lynda; Gal, Iddo
This study examined adult students' informal knowledge of percent and its relationship to their computational skills. Sixty adults studying in urban and suburban adult education programs were interviewed to ascertain: (1) their ideas of the meanings of benchmark percents, 100%, 50%, and 25%, as they appear in advertising and media contexts; (2) their ability to use these percents in everyday mental math tasks; and (3) their visual representations of these percents. Students also completed written computational percent exercises. Students' responses were examined to determine the nature of their informal knowledge and skills, and a number of patterns were identified. The range and fragility of student responses and the diversity of knowledge gaps suggest the acquisition of isolated ideas but the absence of elaborated frameworks. (Author/MKR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (17th, Columbus, OH, October 21-24, 1995). For entire conference proceedings, see SE 057 177.