Literaturnachweis - Detailanzeige
| Autor/in | Earnest, Darrell |
|---|---|
| Titel | When "Half an Hour" Is Not "Thirty Minutes": Elementary Students Solving Elapsed Time Problems [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015). |
| Quelle | (2015), (7 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Elementary School Mathematics; Elementary School Students; Problem Solving; Time; Student Evaluation; Concept Formation; Mathematical Concepts; Grade 2; Grade 4; Mathematics Tests; Responses |
| Abstract | This paper presents assessment study results addressing the question: Do students treat elapsed time problems differently if phrased as "half an hour" versus "thirty minutes"? A paper-and-pencil assessment was given to second (n = 292) and fourth (n = 205) grade students in six New England elementary schools. I compare responses on tasks presented in hour units and minute units. Results indicate that children respond differently to elapsed time questions as a function of the units provided in the question (half hour or thirty minutes) depending on the provided starting time (e.g., on the half hour versus on the second half of the clock). [For the complete proceedings, see ED583989.] (As Provided). |
| Anmerkungen | North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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