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ERIC Number: ED081632
Record Type: RIE
Publication Date: 1973
Pages: 220
Abstractor: N/A
Reference Count: N/A
The Relationship of Area Conservation to Area Measurement as Affected by Sequence of Presentation of Piagetian Area Tasks to Boys and Girls in Grades One Through Three.
Taloumis, Thalia
The relationship between scores on three area conservation tasks and scores on two area measurement tasks, as affected by two sequences of presentation of Piagetian tasks to children in grades one through three, was investigated. The five area tasks were administered individually to 168 children ranging in age from six years five months to nine years four months. Twenty-one classrooms were selected so that no one set of teacher-characteristics predominated. An equal number of boys and girls received each of the two sequences of presentation. The main results found were: (1) Children at a higher grade level scored higher on area conservation tasks and area measurement tasks than children at a lower grade level; (2) Boys did not score higher on the set of five tasks than did girls; (3) Area conservation scores were higher if the MC sequence (area measurement tasks and then area conservation tasks) was given than if the CM sequence (area conservation tasks and then area measurement tasks) was given; (4) Area measurement scores were higher if the CM sequence was given; (5) Scores on the area conservation tasks were positively related to scores on area measurement tasks; (6) The greatest increase in area conservation scores did not occur at an earlier grade level than the grade level at which the greatest increase in area measurement scores occurred; and (7) The two groups of 84 children were not statistically significantly different from each other for area conservation or for area measurement. (Author/DT)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 73-19,450 Microfilm-$4.00, Xerography-$10.00)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, New York University