Teachers’ Adaptions of the Percentage Bar Model for Creating Different Learning Opportunities

Christian Büscher

doi:10.29333/iejme/10942

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Christian Büscher ¹ ^*

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¹ TU Dortmund University, GERMANY^* Corresponding Author

Abstract

Teachers do not directly implement new teaching materials, but rather adapt them. For changing teaching practice, research requires more insights into these adaptions. This study draws on the Theory of Instrumental Genesis to describe the ways teachers adopt the percentage bar model to create different learning opportunities. The results of the exploratory case study show two fundamentally different utilization schemes of the percentage bar model employed by teachers in the classroom. The utilization scheme of Partitioning and Counting creates learning opportunities for the conceptual core of percentages and proportional reasoning, whereas the utilization scheme of Mirror Movement only addresses scaling. Implications include that researchers need to pay close attention to the utilizations of new teaching materials, and teacher educators need to provide new routines along with new materials.

Keywords

case study
instrumental genesis
percentages
teacher practices
teaching materials

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, Volume 16, Issue 3, October 2021, Article No: em0643

https://doi.org/10.29333/iejme/10942

Publication date: 28 May 2021

Article Views: 2722

Article Downloads: 1728

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Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

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How to cite this article

APA

Büscher, C. (2021). Teachers’ Adaptions of the Percentage Bar Model for Creating Different Learning Opportunities. International Electronic Journal of Mathematics Education, 16(3), em0643. https://doi.org/10.29333/iejme/10942

Vancouver

Büscher C. Teachers’ Adaptions of the Percentage Bar Model for Creating Different Learning Opportunities. INT ELECT J MATH ED. 2021;16(3):em0643. https://doi.org/10.29333/iejme/10942

AMA

Büscher C. Teachers’ Adaptions of the Percentage Bar Model for Creating Different Learning Opportunities. INT ELECT J MATH ED. 2021;16(3), em0643. https://doi.org/10.29333/iejme/10942

Chicago

Büscher, Christian. "Teachers’ Adaptions of the Percentage Bar Model for Creating Different Learning Opportunities". International Electronic Journal of Mathematics Education 2021 16 no. 3 (2021): em0643. https://doi.org/10.29333/iejme/10942

Harvard

Büscher, C. (2021). Teachers’ Adaptions of the Percentage Bar Model for Creating Different Learning Opportunities. International Electronic Journal of Mathematics Education, 16(3), em0643. https://doi.org/10.29333/iejme/10942

MLA

Büscher, Christian "Teachers’ Adaptions of the Percentage Bar Model for Creating Different Learning Opportunities". International Electronic Journal of Mathematics Education, vol. 16, no. 3, 2021, em0643. https://doi.org/10.29333/iejme/10942