id: 06467669
dt: j
an: 2015e.00640
au: Wickstrom, Megan H.
ti: Piecing it together.
so: Teach. Child. Math. 21, No. 4, 220-227 (2014).
py: 2014
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: G43 M83 D83 U63
ut: mathematical concepts; measurement; geometric concepts; manipulative
materials; handicrafts; activities; mathematics and arts
ci:
li: http://www.nctm.org/publications/article.aspx?id=43439
ab: Summary: Any of the key concepts that students need to know about area
measurement are covered in the third-grade expectations detailed in the
Common Core State Standards for Mathematics (CCSSM). However, making
sense of area measurement is not always an easy task for students; it
takes time. Researchers have found that young children often attend to
length attributes when asked to measure area, or they are unsure of
what exactly is meant by the word “area". Consequently, students
should have multiple and varied experiences over time to make sense of
area measurement. Introductory experiences in the first or second grade
may help build the foundation that students need to successfully tackle
this topic in third grade. To build conceptions of area, the CCSSM
document suggests that students in second grade should experience
partitioning a rectangle into rows and columns of same-size square
units and counting the squares to find a total. Even though the concept
‒ equal partitioning and structuring a rectangle ‒ may seem
intuitive to an adult, students often have difficulty conceptualizing
it. By second grade, children can usually succeed at counting units,
but they often fail to construct units that are the same size or units
that are in rows and columns. To address this issue, students need
experiences playing and interacting with square units and building
rectangular regions with these units. Researchers have indicated that
experiences like these foster students’ conceptions of area and their
precision in measuring. In this article, assistant professor Megan
Wickstrom describes how she designed a lesson that would both challenge
students’ notions about length and also provide an introduction to
area measurement. After brainstorming several ideas, she selected the
topic of quilt making for her lesson. Quilts and square quilt blocks
are concrete objects that students could reference and use to express
their thinking. She also selected a book [{\it J. Brumbeau} and {\it G.
de Marken}, The quiltmaker’s gift. New York, NY: Scholastic Press
(2000)] to provide a context for her students’ mathematical questions
and discussion. This article describes a three-day lesson with the
goals of introducing area measurement to students and having them
investigate perimeter to challenge their notions of length measurement.
(ERIC)
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