Why Squares? Learning about Area Measurement

Autor/inn/en	Seah, Rebecca; Horne, Marj
Titel	Why Squares? Learning about Area Measurement
Quelle	In: Australian Primary Mathematics Classroom, 27 (2022) 4, S.11-16 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0286
Schlagwörter	Measurement; Elementary School Mathematics; Geometric Concepts; Mathematics Instruction; Units of Study; Thinking Skills; Elementary School Students; Grade 4; Computation + Suchen Sie Ihr Suchwort? Messverfahren; Elementare Mathematik; Schulmathematik; Elementare Geometrie; Mathematics lessons; Mathematikunterricht; Lerneinheit; Denkfähigkeit; School year 04; 4. Schuljahr; Schuljahr 04
Abstract	The teaching of measurement concepts typically follows a learning sequence of: (1) identifying the attribute, (2) comparing and ordering, (3) measuring using non-standard units, (4) measuring using standard units, and (5) applications. This sequence is entrenched in many curricular documents and textbooks (Australian Curriculum Assessment and Reporting Authority (ACARA), n.d; Booker, Bond, & Seah, 2021). Measuring an attribute is a complex process, requiring an understanding of several key concepts. Area measurement can be better understood and nurtured by considering three interconnected ideas: understanding attributes, understanding units, and using units to measure. In this article, the authors discuss these and show how they are woven into a unit of work on reasoning about area measurement which was developed through a design research process with a classroom teacher working with researchers. (ERIC).
Anmerkungen	Australian Association of Mathematics Teachers (AAMT). Tel: +61-8-8363-0288; e-mail: office@aamt.edu.au; Web site: https://primarystandards.aamt.edu.au/Journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01