دورية أكاديمية
Understanding Length × Width × Height with Modified Tasks
| العنوان: | Understanding Length × Width × Height with Modified Tasks |
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| اللغة: | English |
| المؤلفون: | Hong, Dae S. (ORCID |
| المصدر: | International Journal of Mathematical Education in Science and Technology. 2020 51(4):614-625. |
| الإتاحة: | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| تاريخ النشر: | 2020 |
| نوع الوثيقة: | Journal Articles Reports - Descriptive |
| Education Level: | Elementary Education |
| Descriptors: | Geometry, Mathematics Activities, Concept Formation, Teaching Methods, Textbooks, Mathematics Instruction, Elementary School Mathematics, Teacher Developed Materials, Teacher Expectations of Students, Mathematics Teachers |
| DOI: | 10.1080/0020739X.2019.1583383 |
| تدمد: | 0020-739X |
| مستخلص: | In this article, we describe one possible way to modify volume tasks in textbooks to promote conceptual understanding of the volume formula: length × width × height. From the results of previous studies regarding students' understanding of volume measurement, we identified three conceptual ideas key to understanding volume: filling three-dimensional space with equal-sized units, layer structure, and linking layer structure to the volume formula. Our examination of three popular US textbook series showed that these three conceptual ideas were not well-presented. We conclude with recommendations for one possible way to modify tasks to improve conceptually-based volume instruction. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| رقم الأكسشن: | EJ1257127 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 0020-739X |
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| DOI: | 10.1080/0020739X.2019.1583383 |