Students’ Initial Understanding of the Concept of Conservation of Area

Abstract

The first idea that must be understood by the students to learn the concept of concept of conservation of area is recomposing shape. In recomposing shape, the students will see the fact that the shape can be transformed into a different form without adding or losing the part of the shape. So the students could conclude that the area of the shape before and after recomposing remains the same. Therefore, this study will answer how the students understand the initial idea (recomposing shape) of the concept of conservation of area. The instructional activity which was made in this study is based on realistic mathematics education. The activity was created for third grade elementary school students in SD Al-Hikmah Surabaya. The third grade students were used since they have not learned about area measurement. So they could focus just on the shape without disturbance of the area formula. The result of this study suggest that students still need more similar activities to ensure their understanding toward the idea that recomposing shape will preserve the area of the shape.

Exploring students’ proportional reasoning in solving guided-unguided area conservation problem: A case of Indonesian students

“…Elementary students must study area conservation before they learn about area measurement (Ekawati et al, 2019;Funny, 2014). Conservation of area is a modification in geometric shapes where the shape's area does not change (Ekawati et al, 2019;Funny, 2014;Kordaki & Balomenou, 2006;Sari & Fong, 2022).…”

“…Elementary students must study area conservation before they learn about area measurement (Ekawati et al, 2019;Funny, 2014). Conservation of area is a modification in geometric shapes where the shape's area does not change (Ekawati et al, 2019;Funny, 2014;Kordaki & Balomenou, 2006;Sari & Fong, 2022). In addition, conservation entails the idea that the redistribution of material does not alter its mass, number, or volume (Ekawati et al, 2019;Smith et al, 2011).…”

“…In addition, conservation entails the idea that the redistribution of material does not alter its mass, number, or volume (Ekawati et al, 2019;Smith et al, 2011). The term conservation may not be well-known among students in Indonesia (Funny, 2014). However, it has been around since 1965 when a psychologist and inventor, Piaget, created a broad conservation assignment for children in elementary schools to investigate their cognitive development (Funny, 2013).…”

“…The term conservation may not be well-known among students in Indonesia (Funny, 2014). However, it has been around since 1965 when a psychologist and inventor, Piaget, created a broad conservation assignment for children in elementary schools to investigate their cognitive development (Funny, 2013). Furthermore, the conservation of area has been previously investigated in isolation from the concept of area measurement and formula (Kospentaris et al, 2011).…”

“…Area conservation is one of the basic concepts of geometry that is important to learn because it is used as a prerequisite for studying the area of plane geometry (Clements & Stephan, 2004;Funny, 2014;Piaget et al, 1960;Sari & Fong, 2022). Extensive conservation materials facilitate students in developing reasoning skills because they can separate, draw, model, find, measure, and construct geometric relationships.…”