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ERIC Number: ED225808
Record Type: RIE
Publication Date: 1982
Pages: 201
Abstractor: N/A
Reference Count: 0
Strategies and Structures in Understanding Geometry.
Beilin, Harry; And Others
Development of geometric congruence and motion was studied through tasks that tapped transformational imagery, correspondence matching, measurement operations, and transformation combinations. Results showed even the youngest children studied could generate strategies for verifying congruence. The dominant strategy in younger children was edge matching. Findings are seen to support the view that young children are guided by rules that reflect knowledge of component parts of geometric figures. The dominant congruence-verifying strategy of 7- and 8-year-olds was superposition of one figure on another, indicating operation of a new rule set. Such results indicated development from knowledge of component parts to unified wholes and contradict theories which assume development of mathematical knowledge proceeds from wholes to parts. Data are noted to show the ability of young children to generate highly inventive measurement strategies when offered the opportunity for conventional and non-conventional means of measurement. Further inconsistent performance is thought to reinforce evidence that young children use less efficient sets of strategies than older children. The study demonstrates that an adequate account of the development of mathematical cognition requires both functional and structural analysis of performance and interrelation between structural and procedural knowledge. (MP)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: City Univ. of New York, NY. Graduate School and Univ. Center.
Identifiers: Congruent Figures; Mathematics Education Research; Piagetian Stages