Young pupils’ intuitive understanding and strategies of area measurement
Аутори
Đokić, OliveraOsmokrović, Neda
Остала ауторства
Stevanović, JelenaGundogan, Dragana
Ranđelović, Branislav
Конференцијски прилог (Објављена верзија)
Метаподаци
Приказ свих података о документуАпстракт
Learning area measurement in mathematics instruction implies certain phases
that entail rhetorical and symbolical generalizations in terms of mathematical
formulas (Smith III & Barrett, 2017; Zacharos, 2006; Zeljić & Ivančević,
2019). It is through mathematical formulas that geometry is represented in Serbian
mathematics curricula and this fact is the starting point of our research.
When pupils have to solve mathematical tasks, they use various strategies that
differ in terms of the correctness of their solution, the time needed for completing the
task, and task requirements and scope (Siegler, 1991).
To measure the area of a rectangular and overcome the problems arising from
pupils’ misunderstanding of the area formula, it is recommended to take a closer look
at the structure of the rectangular array by covering the area of the rectangular with
a mathematical manipulative in the form of a unit of measurement that pupils are
intuitively familiar with from the onset (Đokić, ...2014, 2017; Van de Walle, Karp & Bay-Williams, 2013). The concept of covering would enable pupils to conceptualize the
relationship between the unit’s dimensions and the dimensions of the rectangular. After
this phase, through length measurement and multiplication, pupils can solve the area
measurement task using mathematical formulas with understanding.
Кључне речи:
the meaning of area / rectangle’s area / intuitive understanding / pupil strategies / measurement of a rectangle’s area / SerbiaИзвор:
The state, problems, and needs of the modern education community, 2022, 96-105Издавач:
- Belgrade : Institute for Educational Research
Напомена:
- Book of proceedings: 28th International Scientific Conference “Educational Research and School Practice”, December 9th , 2022 Belgrade”
Институција/група
IPITY - CONF AU - Đokić, Olivera AU - Osmokrović, Neda PY - 2022 UR - http://ipir.ipisr.org.rs/handle/123456789/969 AB - Learning area measurement in mathematics instruction implies certain phases that entail rhetorical and symbolical generalizations in terms of mathematical formulas (Smith III & Barrett, 2017; Zacharos, 2006; Zeljić & Ivančević, 2019). It is through mathematical formulas that geometry is represented in Serbian mathematics curricula and this fact is the starting point of our research. When pupils have to solve mathematical tasks, they use various strategies that differ in terms of the correctness of their solution, the time needed for completing the task, and task requirements and scope (Siegler, 1991). To measure the area of a rectangular and overcome the problems arising from pupils’ misunderstanding of the area formula, it is recommended to take a closer look at the structure of the rectangular array by covering the area of the rectangular with a mathematical manipulative in the form of a unit of measurement that pupils are intuitively familiar with from the onset (Đokić, 2014, 2017; Van de Walle, Karp & Bay-Williams, 2013). The concept of covering would enable pupils to conceptualize the relationship between the unit’s dimensions and the dimensions of the rectangular. After this phase, through length measurement and multiplication, pupils can solve the area measurement task using mathematical formulas with understanding. PB - Belgrade : Institute for Educational Research C3 - The state, problems, and needs of the modern education community T1 - Young pupils’ intuitive understanding and strategies of area measurement EP - 105 SP - 96 UR - https://hdl.handle.net/21.15107/rcub_ipir_969 ER -
@conference{ author = "Đokić, Olivera and Osmokrović, Neda", year = "2022", abstract = "Learning area measurement in mathematics instruction implies certain phases that entail rhetorical and symbolical generalizations in terms of mathematical formulas (Smith III & Barrett, 2017; Zacharos, 2006; Zeljić & Ivančević, 2019). It is through mathematical formulas that geometry is represented in Serbian mathematics curricula and this fact is the starting point of our research. When pupils have to solve mathematical tasks, they use various strategies that differ in terms of the correctness of their solution, the time needed for completing the task, and task requirements and scope (Siegler, 1991). To measure the area of a rectangular and overcome the problems arising from pupils’ misunderstanding of the area formula, it is recommended to take a closer look at the structure of the rectangular array by covering the area of the rectangular with a mathematical manipulative in the form of a unit of measurement that pupils are intuitively familiar with from the onset (Đokić, 2014, 2017; Van de Walle, Karp & Bay-Williams, 2013). The concept of covering would enable pupils to conceptualize the relationship between the unit’s dimensions and the dimensions of the rectangular. After this phase, through length measurement and multiplication, pupils can solve the area measurement task using mathematical formulas with understanding.", publisher = "Belgrade : Institute for Educational Research", journal = "The state, problems, and needs of the modern education community", title = "Young pupils’ intuitive understanding and strategies of area measurement", pages = "105-96", url = "https://hdl.handle.net/21.15107/rcub_ipir_969" }
Đokić, O.,& Osmokrović, N.. (2022). Young pupils’ intuitive understanding and strategies of area measurement. in The state, problems, and needs of the modern education community Belgrade : Institute for Educational Research., 96-105. https://hdl.handle.net/21.15107/rcub_ipir_969
Đokić O, Osmokrović N. Young pupils’ intuitive understanding and strategies of area measurement. in The state, problems, and needs of the modern education community. 2022;:96-105. https://hdl.handle.net/21.15107/rcub_ipir_969 .
Đokić, Olivera, Osmokrović, Neda, "Young pupils’ intuitive understanding and strategies of area measurement" in The state, problems, and needs of the modern education community (2022):96-105, https://hdl.handle.net/21.15107/rcub_ipir_969 .