Examining and Developing Fourth Grade Children's Area Estimation Performance

Autor/inn/en	Eames, Cheryl L.; Barrett, Jeffrey E.; Cullen, Craig J.; Rutherford, George; Klanderman, David; Clements, Douglas H.; Sarama, Julie; Van Dine, Douglas W.
Titel	Examining and Developing Fourth Grade Children's Area Estimation Performance
Quelle	In: School Science and Mathematics, 120 (2020) 2, S.67-78 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eames, Cheryl L.) ORCID (Barrett, Jeffrey E.) ORCID (Cullen, Craig J.) ORCID (Clements, Douglas H.) ORCID (Sarama, Julie) ORCID (Van Dine, Douglas W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12386
Schlagwörter	Elementary School Mathematics; Elementary School Students; Grade 4; Computation; Geometric Concepts; Measurement; Error of Measurement; Accuracy + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; School year 04; 4. Schuljahr; Schuljahr 04; Elementare Geometrie; Messverfahren; Messfehler
Abstract	This study explored children's area estimation performance. Two groups of fourth grade children completed area estimation tasks with rectangles ranging from 5 to 200 square units. A randomly assigned treatment group completed instructional sessions that involved a conceptual area measurement strategy along with numerical feedback. Children tended to underestimate areas of rectangles. Furthermore, rectangle size was related to performance such that estimation error and variability increased as rectangle size increased. The treatment group exhibited significantly improved area estimation performance in terms of accuracy, as well as reduced variability and instances of extreme responses. Area measurement estimation findings are related to a Hypothetical Learning Trajectory for area measurement. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01