A Collaborative Endeavour between Mathematics and Science Educators: Focus on the Use of Percent in Chemistry

Autor/inn/en	Ramful, Ajay; Bedgood, Danny; Lowrie, Thomas
Titel	A Collaborative Endeavour between Mathematics and Science Educators: Focus on the Use of Percent in Chemistry
Quelle	In: European Journal of Science and Mathematics Education, 4 (2016) 2, S.196-213 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2301-251X
Schlagwörter	Teacher Collaboration; Mathematics Teachers; Science Teachers; Chemistry; College Freshmen; College Science; Mathematical Concepts; Scientific Concepts; Science Instruction; Foreign Countries; Content Analysis; Science Tests; Questionnaires; Australia + Suchen Sie Ihr Suchwort? Lehrerkooperation; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Chemie; Studienanfänger; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Inhaltsanalyse; Fragebogen; Australien
Abstract	This paper is the outcome of a collaborative endeavour between mathematics and science educators where the insight from each field mutually informed one another. Specifically, building on the knowledge base from mathematics education research, this study analyses the ways in which percent is interpreted by first year university students in general chemistry. The content analysis of the chemistry problems reveals six categories of situations where percent is distinctly used. Within each category, we unfold the mathematical structure of the chemistry problems to feature the inherent complexity in setting the functional relationship among quantities. Our analysis also highlights how percent is used as an intensive quantity involving an implicit referent that conceals its interpretation. The strategies used by the students included the unitary analysis method, the equation method and the proportion method. Furthermore, percent was commonly interpreted as a fraction, ratio and operator. Although inadequate conceptual knowledge of chemistry explained some of the errors observed in the percent problems, the procedural meaning attached to percent in terms of its operator interpretation tend to be equally influential. Importantly, our study highlights how the knowledge base from mathematics and chemistry education can productively be used to further our understanding of the mathematical knowledge for learning chemistry. (As Provided).
Anmerkungen	European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01