id: 06670849
dt: j
an:
au: Smith, John P. III; Males, Lorraine M.; Gonulates, Funda
ti: Conceptual limitations in curricular presentations of area measurement: one
nationâ€™s challenges.
so: Math. Think. Learn. 18, No. 4, 239-270 (2016).
py: 2016
pu: Taylor \& Francis (Routledge), Philadelphia, PA
la: EN
cc: G30 F70 D70
ut:
ci:
li: doi:10.1080/10986065.2016.1219930
ab: Summary: Research has found that elementary students face five main
challenges in learning area measurement: (1) conserving area as a
quantity, (2) understanding area units, (3) structuring rectangular
space into composite units, (4) understanding area formulas, and (5)
distinguishing area and perimeter. How well do elementary mathematics
curricula address these challenges? A detailed analysis of three U.S.
elementary textbook series revealed systematic deficits. Each presented
area measurement in strongly procedural terms using a shared sequence
of procedures across grades. Key conceptual principles were
infrequently expressed and often well after related procedures were
introduced. Particularly weak support was given for understanding how
the multiplication of lengths produces area measures. The results
suggest that the content of written curricula contributes to
studentsâ€™ weak learning of area measurement.
rv: