Literaturnachweis - Detailanzeige
| Autor/inn/en | Hong, Dae S.; Runnalls, Cristina |
|---|---|
| Titel | Understanding Length × Width × Height with Modified Tasks |
| Quelle | In: International Journal of Mathematical Education in Science and Technology, 51 (2020) 4, S.614-625 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Hong, Dae S.) ORCID (Runnalls, Cristina) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0020-739X |
| DOI | 10.1080/0020739X.2019.1583383 |
| Schlagwörter | Geometry; Mathematics Activities; Concept Formation; Teaching Methods; Textbooks; Mathematics Instruction; Elementary School Mathematics; Teacher Developed Materials; Teacher Expectations of Students; Mathematics Teachers |
| Abstract | In this article, we describe one possible way to modify volume tasks in textbooks to promote conceptual understanding of the volume formula: length × width × height. From the results of previous studies regarding students' understanding of volume measurement, we identified three conceptual ideas key to understanding volume: filling three-dimensional space with equal-sized units, layer structure, and linking layer structure to the volume formula. Our examination of three popular US textbook series showed that these three conceptual ideas were not well-presented. We conclude with recommendations for one possible way to modify tasks to improve conceptually-based volume instruction. (As Provided). |
| Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
