Evaluation of a learning trajectory for length in the early years.

Autor/inn/en	Sarama, Julie; Clements, Douglas H.; Barrett, Jeffrey; Van Dine, Douglas W.; McDonel, Jennifer S.
Titel	Evaluation of a learning trajectory for length in the early years.
Quelle	In: ZDM : mathematics education, 43 (2011) 5, S. 667-680 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-011-0326-5
Schlagwörter	Evaluation; Längsschnittuntersuchung; Interaktion; Lernen; Mathematikunterricht; Messverfahren; Hierarchie
Abstract	Measurement is a critical component of mathematics education, but research on the learning and teaching of measurement is limited, especially compared to topics such as number and operations. To contribute to the establishment of a research base for instruction in measurement, we evaluated and refined a previously developed learning trajectory in early length measurement, focusing on the developmental progressions that provide cognitive accounts of the development of children's strategic and conceptual knowledge of measure. Findings generally supported the developmental progression, in that children reliably moved through the levels of thinking in that progression. For example, they passed through a level in which they measured length by placing multiple units or attempting to iterate a unit, sometimes leaving gaps between units. However, findings also suggested several refinements to the developmental progression, including the nature and placement of indirect length comparison in the developmental progression and the role of vocabulary, which was an important facilitator of learning for some, but not all, children.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2012/3