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Elementary school teachers’ instruction in measurement: cases of classroom teaching of spatial measurement in Taiwan. (English)
Fan, Lianghuo (ed.) et al., How Chinese teach mathematics. Perspectives from insiders. Hackensack, NJ: World Scientific (ISBN 978-981-4415-81-1/hbk; 978-981-4415-83-5/ebook). Series on Mathematics Education 6, 149-184 (2015).
Summary: This study demonstrates how elementary school teachers in Taiwan enacted lessons involving spatial measurement of length, area, and volume in different grade levels based on 12 instructional cases collected using videotaping and interviews. The analyses of the videotaped lessons reveal that these teachers have formed a consensus about the importance of actual measuring manipulations and workbook reviewing about students’ construction of measurement concepts. The processes of teaching measurement were reviewed sequentially, from visual perception, to direct and indirect comparisons, and to the use of nonstandard measures, and finally, to the application of a standard measure. Two groups were mixed together in the instructional cases ‒ collaborative-learning groups working on measuring activities and teacher-led instruction. Teacher-guided explorations were specifically evident in the case of teaching area formulas and displaced volume for upper-grade students. Although the teachers strived to create lesson enactments and offer opportunities for students to participate in actual measuring manipulations, more teacher effort is needed for making measurement a thought-provoking activity that stimulates students to communicate their ideas about measuring and estimating, and reflecting thinking. This is an essential intervention for developing students’ conceptual understanding and sense of measurement.
Classification: G30 G40
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