Students' Development of Length Concepts in a Logo-Based Unit on Geometric Paths
Douglas H. Clements, Michael T. Battista, Julie Sarama, Sudha Swaminathan, Sue McMillen
January 1997, Volume 28, Issue 1, Page 70
We investigated the development of linear measure concepts within an instructional unit on paths and lengths of paths, part of a large-scale curriculum development project funded by the National Science Foundation (NSF). We also studied the role of noncomputer and computer interactions in that development. Data from paper-and-pencil assessments, interviews, and case studies were collected within the context of a pilot test of this unit with 4 third graders and field tests with 2 third-grade classrooms. Three levels of strategies for solving length problems were observed: (a) apply general strategies such as visual guessing of measures and naive guessing of numbers or arithmetic operations; (b) draw hatch marks, dots, or line segments to partition lengths to serve as perceptible units to quantify the length; (c) no physical partitioning--use an abstract unit of length, a "conceptual ruler," to project onto unsegmented objects. Those students who had connected numeric and spatial representations evinced different and more powerful problem-solving strategies in geometric situations than those who had forged fewer such connections.
Connections / Applications
Geometry & Measurement
Problem Solving / Problem Posing