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The Creative Enterprise of Mathematics Teaching Research pp 317–328Cite as

Proportional Reasoning and Percent

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Abstract

Schoenfeld (1992) notes that constructivism rooted in Piaget is grounded in the belief that “…learning proceeds through construction not absorption” (p. 340). He surmises that teacher beliefs directly influence their pedagogy, he notes a teacher who believed that, “…mathematics is fixed and predetermined, as dictated by the physical world” (p. 349) would not tend to focus on the process of learning and construction of knowledge but rather regard math as, “…a finished product to be assimilated.”

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Author information

Authors and Affiliations

  1. Mathematics Department, Eugenio Maria de Hostos Community College, USA

    William Baker

  2. City University of New York, USA

    William Baker

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  1. William Baker
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Editors and Affiliations

  1. Eugenio Maria de Hostos Community College, City University of New York, USA

    Bronislaw Czarnocha

  2. Eugenio Maria de Hostos Community College, City University of New York, USA

    William Baker

  3. Eugenio Maria de Hostos Community College, City University of New York, USA

    Olen Dias

  4. Bronx Community College, City University of New York, USA

    Vrunda Prabhu

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Baker, W. (2016). Proportional Reasoning and Percent. In: Czarnocha, B., Baker, W., Dias, O., Prabhu, V. (eds) The Creative Enterprise of Mathematics Teaching Research. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-549-4_26

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  • DOI: https://doi.org/10.1007/978-94-6300-549-4_26

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-549-4

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