Examining and developing fourth grade children’s area estimation performance

Abstract

This study explored children’s area estimation performance. Two groups of fourth grade children completed area estimation tasks with rectangles ranging from 5 to 200 square units. A randomly assigned treatment group completed instructional sessions that involved a conceptual area measurement strategy along with numerical feedback. Children tended to underestimate areas of rectangles. Furthermore, rectangle size was related to performance such that estimation error and variability increased as rectangle size increased. The treatment group exhibited significantly improved area estimation performance in terms of accuracy, as well as reduced variability and instances of extreme responses. Area measurement estimation findings are related to a Hypothetical Learning Trajectory for area measurement.

Sınıf Öğretmenlerinin Çevre ve Alan Ölçme Öğretimine İlişkin Görüşleri

“…It is considered that it is important to include prediction activities during teaching from various points of view. As a matter of fact, students' predictions about the perimeter or area of the object will direct their attention to the attribute (unit-attribute relationship) that is being measured (Eames et al, 2019). In other words, prediction activities can be a facilitating factor in students distinguishing the concepts of perimeter and area from each other.…”

Global Trends in Practical Education Research 2019–2020: A Systematic Review

“…Manahanm, 2006;Marteel, 2014;Nehring, 2019;Short et al, 2019;Timmer et al, 2018;Skonchal, 2011;Esichaikul et al, 2011;Trybula et al,2009; .) (Georgia et al, 2019;Anderje et al, 2019;Ana et al, 2019;Bachtold et al, 2019;Matuk et al, 2019;Fiedler et al, 2019;Maja et al, 2019;Höft et al, 2019;leuchter & Naber, 2019;Gillespie & Rouse, 2019;Ryoo & Bedell, 2019;Ines, 2019;Elena et al, 2019;Baumflak et al, 2019;She et al, 2019;Curry et al, 2020;Vallera & Bodzin, 2020;Carigetal et al, 2019;Acar, 2019;Sondergeld et al, 2020;Redmond & Cutke, 2020;Lane et al, 2019;Hawley & Sinatra, 2019;Marco etal, 2020) • ‫مع‬ ‫مستخدمه‬ ‫املقارن‬ ‫الوصفي‬ ‫املنهج‬ ‫على‬ ‫اعتمدت‬ ‫اسات‬ ‫در‬ ‫امل‬ ANNOVA ‫القياس‬ ‫موضع‬ ‫املتغير‬ ‫في‬ ‫املتعددة‬ ‫املجموعات‬ ‫بين‬ ‫املتعددة‬ ‫للمقارنات‬ ، ‫ومن‬ ‫اسات:‬ ‫الدر‬ ‫تلك‬ ‫أمثلة‬ Bachtuld et al, 2019;Al-balushi & Martine et al, 2019;Cuzzolino et al, 2019;Plotz, 2019;Eames et al, 2020;Yang et al, 2020;Wikie et al, 2020;Adam, 2019;Hwang et al, 2020;…”

Desenvolvimento e validação de um sistema de testes computadorizados para avaliação de habilidades do senso de números

“…Na década de 1990, com o propósito de estabelecer um parâmetro convergente diante dessa multiplicidade de critérios que inviabilizava a comparação dos resultados entre estudos experimentais, Clayton (Clayton, 1996;Clayton, 1993) propôs o Critério de Razoabilidade (Criterion for Reasonableness, COR) de 20% para tarefas de estimativa para quantidades inferiores a 100. Pesquisadores em estudos posteriores sobre estimativa numérica com crianças e adultos (Desli & Dimitropoulos, 2022;Desli & Lioliou, 2020;Eames et al, 2020;Luwel & Verschaffel, 2008) consideraram também um erro de estimativa de 20% aceitável.…”