Curriculum Interventions for Area Measurement Instruction to Enhance Children's Conceptual Understanding

Autor/in	Huang, Hsin-Mei E.
Titel	Curriculum Interventions for Area Measurement Instruction to Enhance Children's Conceptual Understanding
Quelle	In: International Journal of Science and Mathematics Education, 15 (2017) 7, S.1323-1341 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-016-9745-7
Schlagwörter	Foreign Countries; Curriculum; Program Effectiveness; Intervention; Problem Solving; Measurement; Teacher Attitudes; Geometry; Grade 4; Elementary School Students; Elementary School Teachers; Mathematics Curriculum; Knowledge Level; Concept Formation; Geometric Concepts; Comparative Analysis; Mathematical Logic; Interviews; Thinking Skills; Mathematical Formulas; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Curricula; Lehrplan; Rahmenplan; Problemlösen; Messverfahren; Lehrerverhalten; Geometrie; School year 04; 4. Schuljahr; Schuljahr 04; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Wissensbasis; Concept learning; Begriffsbildung; Elementare Geometrie; Mathematical logics; Mathematische Logik; Interviewing; Interviewtechnik; Denkfähigkeit; Mathematische Formel
Abstract	This study examined the effectiveness of 3 curriculum interventions focused on strengthening children's ability to solve area measurement problems and explored the instructional perspectives of the instructor who implemented the interventions. The interventions involved various degrees of emphasis on area measurement and knowledge of 2-dimensional geometry. Participants were 131 fourth graders, recruited from a city in northern Taiwan, and 1 instructor. The results confirmed the effectiveness of an enriched curriculum integrating knowledge of 2-dimensional geometry in enhancing children's conceptual understanding of area measurement. The group that received the enriched curriculum outperformed the other groups that received the curricula stressing only 2-dimensional geometry or numerical calculations for area measurement in solving the area problems requiring mathematical judgments and explanations. The curriculum also facilitated children's reasoning in distinguishing between the perimeter and area of a rectangle, which required higher-order mathematical thinking. Interview data revealed that approximately all children from the 3 intervention groups could identify the mathematical subject-matter components highlighted in the curricula. Interviewees tended to consider the use of formulae to solve area measurement problems to be important, despite some differences in learning gains among the 3 groups. In interviews, the participating instructor revealed a change of perspective regarding the importance of offering students opportunities for manipulation and geometric operations when teaching area measurement, prompted by curriculum enactment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01