A Retrospective Analysis of Students' Thinking about Volume Measurement across Grades 2-5 [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (34th, Kalamazoo, MI, Nov 1-4, 2012).

Autor/inn/en	Kara, Melike; Miller, Amanda L.; Cullen, Craig J.; Barrett, Jeffrey E.; Sarama, Julie; Clements, Douglas H.
Titel	A Retrospective Analysis of Students' Thinking about Volume Measurement across Grades 2-5 [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (34th, Kalamazoo, MI, Nov 1-4, 2012).
Quelle	(2012), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Longitudinal Studies; Mathematics Instruction; Measurement; Interviews; Geometry; Spatial Ability; Geometric Concepts; Elementary School Students; Grade 2; Grade 3; Grade 4; Grade 5; Elementary School Mathematics + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathematics lessons; Mathematikunterricht; Messverfahren; Interviewing; Interviewtechnik; Geometrie; Räumliches Vorstellungsvermögen; Elementare Geometrie; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Elementare Mathematik; Schulmathematik
Abstract	This paper describes a retrospective analysis of data collected during a 4-year longitudinal study on children's thinking about measurement through a teaching experiment methodology. It focuses on results from individual interviews with two students on volume measurement. Data analysis was guided by Sarama and Clements' (2009) learning trajectory on volume measurement. Results indicate that (1) both students progressed through levels of the learning trajectory during the study, (2) different representations of 3-D objects (e.g., physical objects, cubes, pictorial representations) influenced their strategies, and (3) their individually constructed definitions for the term "volume" affected their decisions in volume comparisons. [For the complete proceedings, see ED584829.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01