The Case for a Sub-Element 'Measuring Matter' within the Australian National Numeracy Learning Progression

Autor/inn/en	McMaster, Heather J.; Preston, Christine; Wang, Hailan; Perivolarellis, Mersini
Titel	The Case for a Sub-Element 'Measuring Matter' within the Australian National Numeracy Learning Progression
Quelle	In: Australian Journal of Education, 65 (2021) 3, S.280-298 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McMaster, Heather J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
DOI	10.1177/00049441211041855
Schlagwörter	Numeracy; Mathematics Instruction; National Curriculum; Mathematics Teachers; Foreign Countries; Science Education; Learning Processes; Measurement; Physics; Science Instruction; Teaching Methods; Grade 5; Grade 6; Thinking Skills; Elementary School Students; Student Attitudes; Scientific Concepts; Australia + Suchen Sie Ihr Suchwort? Rechenkompetenz; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Ausland; Naturwissenschaftliche Bildung; Learning process; Lernprozess; Messverfahren; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Denkfähigkeit; Schülerverhalten; Australien
Abstract	Australia has a National Numeracy Learning Progression (NNLP) that is strongly aligned with the Australian Curriculum: Mathematics. This article examines how a sub-element within this progression could be impacting students' learning of Science. This sub-element is firmly based on Mathematics education research as to how students build their understanding of geometric measurement (the structure of length, area and volume). Mathematics educators subsequently researched children's measurement of mass and included it within the same sub-element of the NNLP. The contexts in which mass and volume are measured in Mathematics are different to those used in teaching Science. This article presents two studies that used variation theory and task-based interviews of children in Years 5 and 6, to explore their thinking about mass and volume in a Science context. The findings suggest that mathematical constructs in geometric measurement could be constraining the development of scientific ideas about matter. This research has implications for furthering the development of the NNLP to encompass scientific aspects of measuring matter. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01