Children's unit concepts in measurement: a teaching experiment spanning grades 2 through 5

被引：15

作者：

Barrett, Jeffrey E. ^{[1
]}

Cullen, Craig ^{[1
]}

Sarama, Julie ^{[2
]}

Clements, Douglas H. ^{[2
]}

Klanderman, David ^{[3
]}

Miller, Amanda L. ^{[1
]}

Rumsey, Chepina ^{[1
]}

机构：

[1] Illinois State Univ, Math 4520, 313 STV Hall, Normal, IL 61790 USA

[2] SUNY Buffalo, Buffalo, NY 14260 USA

[3] Trinity Christian Coll, Palos Hts, IL 60463 USA

来源：

ZDM-MATHEMATICS EDUCATION | 2011年 / 43卷 / 05期

基金：

美国国家科学基金会;

关键词：

Measurement; Length; Area; Volume; Formative assessment; Units; Learning trajectory;

D O I：

10.1007/s11858-011-0368-8

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

We examined ways of improving students' unit concepts across spatial measurement situations. We report data from our teaching experiment during a six-semester longitudinal study from grade 2 through grade 5. Data include instructional task sequences designed to help children (a) integrate multiple representations of unit, (b) coordinate and group units into higher-order units, and (c) recognize the arbitrary nature of unit in comparison contexts and student's responses to tasks. Our results suggest reflection on multiplicative relations among quantities prompted a more fully-developed unit concept. This research extends prior work addressing the growth of unit concepts in the contexts of length, area, and volume by demonstrating the viability of level-specific instructional actions as a means for promoting an informal theory of measurement.

引用

页码：637 / 650

页数：14

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