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Undergraduates' (mis) understanding of percentages
Descriptive
TypeOfResource
Text
TitleInfo
(ID = T-1)
Title
Undergraduates' (mis) understanding of percentages
Identifier
ETD_2506
Identifier
(type = hdl)
http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000053096
Language
LanguageTerm
(authority = ISO639-2);
(type = code)
eng
Genre
(authority = marcgt)
theses
Subject
(ID = SBJ-1);
(authority = RUETD)
Topic
Psychology
Subject
(ID = SBJ-2);
(authority = ETD-LCSH)
Topic
Numbers, Rational
Subject
(ID = SBJ-3);
(authority = ETD-LCSH)
Topic
Algebraic fields
Subject
(ID = SBJ-4);
(authority = ETD-LCSH)
Topic
Mathematics--Study and teaching (Secondary)
Subject
(ID = SBJ-5);
(authority = ETD-LCSH)
Topic
Undergraduates--Examinations
Abstract
(type = abstract)
Children and adults alike continue to have difficulty with rational numbers, and, as shown in this study, percentages. Adult undergraduate students (N = 27) completed an untimed open-ended study that had a pretest-training-posttest design. Questions in the pretest and posttest focused on percent increases and decreases (e.g., The price x was increased by 20%). They were formatted in one of three representations: decimal, fraction, or bar graph. Subjects were randomly assigned to one of two training groups (decimal or fraction) that involved guiding them through the conceptual and procedural component processes that contribute to the solutions to problems within a given representation (i.e., decimal or fraction). Additional questions were asked in the pretest and posttest pertaining to successive percent increases and decreases. Overall, students performed best on bar graph representations. While decimal training had no effect on performance, fraction training improved performance from pretest to posttest in every category (decimal, fraction and bar graph). Students who had not yet taken Calculus were shown to have benefited more from the fraction training than those students who had taken that course. In contrast, prior math experience did not seem to have any effect on those questions dealing with two percent changes within one problem; less than 25% of these types of problems were answered correctly by the undergraduate students.
PhysicalDescription
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electronic resource
Extent
vi, 41 p. : ill.
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application/pdf
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text/xml
Note
(type = degree)
M.S.
Note
Includes abstract
Note
(type = bibliography)
Includes bibliographical references
Note
(type = statement of responsibility)
by Jennifer A. Jacobs
Name
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(type = personal)
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Jacobs
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(type = given)
Jennifer A.
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1983-
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author
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Jennifer Jacobs
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NamePart
(type = family)
Gelman
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(type = given)
Rochel
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chair
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Advisory Committee
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Rochel Gelman
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NamePart
(type = family)
Chapman
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(type = given)
Gretchen
Role
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(authority = RULIB)
internal member
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Advisory Committee
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Gretchen Chapman
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NamePart
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Musolino
NamePart
(type = given)
Julien
Role
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(authority = RULIB)
internal member
Affiliation
Advisory Committee
DisplayForm
Julien Musolino
Name
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NamePart
Rutgers University
Role
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(authority = RULIB)
degree grantor
Name
(ID = NAME-2);
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NamePart
Graduate School - New Brunswick
Role
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(authority = RULIB)
school
OriginInfo
DateCreated
(qualifier = exact)
2010
DateOther
(qualifier = exact);
(type = degree)
2010
Place
PlaceTerm
(type = code)
xx
RelatedItem
(type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier
(type = RULIB)
ETD
RelatedItem
(type = host)
TitleInfo
Title
Graduate School - New Brunswick Electronic Theses and Dissertations
Identifier
(type = local)
rucore19991600001
Location
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(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier
(type = doi)
doi:10.7282/T3KD1Z0G
Genre
(authority = ExL-Esploro)
ETD graduate
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Rights
RightsDeclaration
(AUTHORITY = GS);
(ID = rulibRdec0006)
The author owns the copyright to this work.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
RightsHolder
(ID = PRH-1);
(type = personal)
Name
FamilyName
Jacobs
GivenName
Jennifer
Role
Copyright Holder
RightsEvent
(ID = RE-1);
(AUTHORITY = rulib)
Type
Permission or license
DateTime
2010-03-24 17:11:40
AssociatedEntity
(ID = AE-1);
(AUTHORITY = rulib)
Role
Copyright holder
Name
Jennifer Jacobs
Affiliation
Rutgers University. Graduate School - New Brunswick
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(AUTHORITY = rulib)
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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Technical
ContentModel
ETD
MimeType
(TYPE = file)
application/pdf
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(TYPE = container)
application/x-tar
FileSize
(UNIT = bytes)
757760
Checksum
(METHOD = SHA1)
b35e3296c47ee6d78f19b1d07c5364a120698929
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