Developing children's conceptual understanding of area measurement A curriculum and teaching experiment

被引：14

作者：

Huang, Hsin-Mei E. ^{[1
]}

Witz, Klaus G. ^{[2
]}

机构：

[1] Taipei Municipal Univ Educ, Grad Sch Curriculum & Instruct, Taipei 10048, Taiwan

[2] Univ Illinois, Dept Curriculum & Instruct, Champaign, IL 61820 USA

来源：

LEARNING AND INSTRUCTION | 2011年 / 21卷 / 01期

关键词：

Geometry concepts; Area measurement; Conceptual understanding; Problem solving; THINKING;

D O I：

10.1016/j.learninstruc.2009.09.002

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The present study examined the effectiveness of three instructional treatments which had different combinations of mathematical elements regarding 2-dimensional (2-D) geometry and area measurement for developing 4th-grade children s understanding of the formulas for area measurement and their ability to solve area measurement problems Participants were 120 fourth graders The results showed that the enriched curriculum involving the geometry motions and area measurement connections effectively facilitated children s mathematical judgments and explanations demanding high-level conceptual understanding The instructional curricula accentuating only 2-D geometry or numerical calculations for area measurement did not exhibit such effectiveness Interview data revealed that the geometric operations of superimposition, decomposition re composition as well as the concept of congruence were deemed essential by children for the conceptualization of the formulas for area measurement (C) 2009 Elsevier Ltd All rights reserved

引用

页码：1 / 13

页数：13

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