id: 05239975
dt: a
an: 2008b.00359
au: Callingham, Rosemary
ti: Primary students’ understanding of tessellation: An initial exploration.
so: Johnsen Høines, Marit (ed.) et al., Proceedings of the 28th international
conference of the International Group for the Psychology of Mathematics
Education, PME 28, Bergen, Norway, July 14‒18, 2004. Bergen: Bergen
University College. Part II, 183-190 (2004).
py: 2004
pu: Bergen: Bergen University College
la: EN
cc: G92 C42 C32 A62
ut: tessellation; understanding; plane geometry; primary education
ci:
li: emis:proceedings/PME28/RR/RR172_Callingham.pdf
ab: Summary: Tessellation is included in many mathematics curricula as one way
of developing spatial ideas. If students do not understand tessellation
in the intended ways, however, the development of other spatial ideas,
such as properties of shapes and symmetry, may be compromised. Van
Hiele levels were used as a basis for analysing the descriptions of
eight different tessellation patterns by 26 Year 5 and 6 students. Most
children saw the underlying structure in terms of 2D shape. Responses
from some students indicated that they understood the tessellations
only as movements of shapes or saw many of the patterns in 3D. The
implications of these findings for teaching are discussed.
rv: