| Summary: | 碩士 === 臺南師範學院 === 國民教育研究所 === 87 === The purpose of this research was to develop a performance assessment of percent concept from Parker''s（1995）cognitive mathematical analysis of percent in context which measured pupils'' learning performance and pupils'' performance on the questions of three possible unknowns and nine different contexts. Moreover, the investigator analyzed each question by " The Cognitive Components of Percent Concept" to explain pupils'' performance.
There were 395 6th grader from four elementary schools of Tainan City and Tainan County. Two-way analysis of variance, simple main effect, and a posteriori comparisons of Tukey method with ITAN and SPSS8.0 were adopted to analyze the data.
The main finding were as follows:
1.On the questions of unknown comparative amount was superior to on the questions of unknown base.
2.With the condition of different context, the subjects received highest scores on the question of "part/whole" and "smaller is ﹪"and got lowest scores on the question of "decrease by ﹪".
3.There were interactions between the three possible unknowns and nine different contexts.
4.On the questions of unknowns comparative, the schema of "multiplicative relationship" was easier than the schema of " comparing difference".
5.In nine different context, the easiest was the schema of not choosing the base, and the hardest was the schema of " finding the base". However, in the context of " increase to ﹪of", " increase by ﹪", and "smaller by ﹪", the hardest was the schema of "determining the base".
6.The common mistake was found in determining the comparative percentage and the base.
7.It was difficult for most students that questions were counted the difference between the comparative percentage and the base.
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