Share
Pin it!
Google Plus




Subscriber? Sign in to access.


 

Students' Coordination of Geometric Reasoning and Measuring Strategies on a Fixed Perimeter Task: Developing Mathematical Understanding of Linear Measurement

Jeffery E. Barrett, Douglas H. Clements, David Klanderman, Sarah Jean Pennisi, Mokaeane V. Polaki 

May 2006, Volume 37, Issue 3, Page 187

Abstract:
This article examines students' development of levels of understanding for measurement by describing the coordination of geometric reasoning with measurement and numerical strategies. In analyzing the reasoning and argumentation of 38 Grade 2 through Grade 10 students on linear measure tasks, we found support for the application and elaboration of our previously established categorization of children's length measurement levels: (1) guessing of length values by naïve visual observation, (2) making inconsistent, uncoordinated reference to markers as units, and (3) using consistent and coordinated identification of units. We elaborated two of these categories.  Observations supported sublevel distinctions between inconsistent identification (2a) and consistent yet only partially coordinated identification of units (2b). Evidence also supported a distinction between static (3a) and dynamic (3b) ways of coordinating length; we distinguish <em>integrated abstraction</em> (3b) from <em>nonintegrated abstraction</em> (3a) by examining whether students coordinate number and space schemes across multiple cases, or merely associate cases without coordinating schemes.   

Keywords:
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Research Studies
Article
Algebra
Curriculum Developer
Conceptual Development
Math Coordinator / Coach
Geometry & Measurement
Numbers and Operations
Teacher
Problems
Problem Solving / Problem Posing
Professional Development / Teacher Education
Representation
Theory