Caution: Venn Diagrams Ahead!

Autor/inn/en	Kimmins, Dovie L.; Winters, J. Jeremy
Titel	Caution: Venn Diagrams Ahead!
Quelle	In: Teaching Children Mathematics, 21 (2015) 8, S.484-493 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1073-5836
Schlagwörter	Mathematics Instruction; Language Arts; Teaching Methods; Visual Aids; Elementary School Students; Grade 4; Faculty Development; Concept Formation; Mathematical Concepts; Comprehension + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Sprachkultur; Teaching method; Lehrmethode; Unterrichtsmethode; Anschauungsmaterial; School year 04; 4. Schuljahr; Schuljahr 04; Concept learning; Begriffsbildung; Verstehen; Verständnis
Abstract	Two perspectives of the term "Venn diagram" reflect the typical differences in the uses of Venn diagrams in the subject areas of mathematics and language arts. These differences are subtle; nevertheless, they can potentially be confusing. In language arts, the circles in a Venn diagram typically represent things that can be compared and contrasted. For example, the items could be characters in a story, philosophies of teaching, or classes of animals. In this usage, the "characteristics" are placed in the circles, with characteristics that both share placed in the overlapping portion of the circles and characteristics unique to one placed in the nonoverlapping portion of the appropriate circle. This serves to highlight similarities and dissimilarities of the items being compared. In contrast, in the subject area of mathematics, the circles typically represent not "things" but their attributes or characteristics. The things are typically mathematical objects, such as numbers or geometric figures. The objects themselves, or representations of the objects, are placed in the circles instead of characteristics of the objects being placed in the circles. In this case, the Venn diagram is used to sort the objects into sets, or in other words, to classify the objects according to whether they possess the characteristics represented by the circles. To investigate whether elementary school students have ideas about Venn diagrams similar to those presented in this article, the authors asked a fourth-grade class four questions involving Venn diagrams and followed these questions with the Ring Labels activity (NCTM 2001). Based on the results of their investigation, they conclude with a number of recommendations for elementary school teachers in using Venn diagrams with their students. A bibliography is included. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01