Children's Conceptions of Area Measurement and Their Strategies for Solving Area Measurement Problems

Autor/inn/en	Huang, Hsin-Mei E.; Witz, Klaus G.
Titel	Children's Conceptions of Area Measurement and Their Strategies for Solving Area Measurement Problems
Quelle	In: Journal of Curriculum and Teaching, 2 (2013) 1, S.10-26 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-2677
Schlagwörter	Foreign Countries; Elementary School Students; Grade 4; Measurement; Mathematics Instruction; Elementary School Mathematics; Student Attitudes; Concept Formation; Teaching Methods; Problem Solving; Mathematical Formulas; Geometric Concepts; Experimental Groups; Interviews; Multiplication; Taiwan (Taipei) + Suchen Sie Ihr Suchwort? Ausland; School year 04; 4. Schuljahr; Schuljahr 04; Messverfahren; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Schülerverhalten; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Mathematische Formel; Elementare Geometrie; Interviewing; Interviewtechnik; Multiplikation
Abstract	This study investigated children's understanding of area measurement, including the concept of area and the area formula of a rectangle, as well as their strategic knowledge for solving area measurement problems. Twenty-two fourth-graders from three classes of a public elementary school in Taipei, Taiwan, participated in a one-on-one interview. Results show that the children who had a good understanding of the concept of area and the area formula (by using the property of multiplication) exhibited competency in identifying geometric shapes, using formulas for determining areas, and self-correcting mistakes. The children who had a good understanding of multiplication underlying the area formula, but misunderstood the concept of area, showed some ability to use area formulas. Conversely, the children who were unable to interpret the property of multiplication underlying the area formula irrespective of their conceptions of area exhibited the common weaknesses in identifying geometric shapes and differentiating between area and perimeter. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04