NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1116686
Record Type: Journal
Publication Date: 2016
Pages: 32
Abstractor: As Provided
ISSN: ISSN-1098-6065
Conceptual Limitations in Curricular Presentations of Area Measurement: One Nation's Challenges
Smith, John P., III; Males, Lorraine M.; Gonulates, Funda
Mathematical Thinking and Learning: An International Journal, v18 n4 p239-270 2016
Research has found that elementary students face five main challenges in learning area measurement: (1) conserving area as a quantity, (2) understanding area units, (3) structuring rectangular space into composite units, (4) understanding area formulas, and (5) distinguishing area and perimeter. How well do elementary mathematics curricula address these challenges? A detailed analysis of three U.S. elementary textbook series revealed systematic deficits. Each presented area measurement in strongly procedural terms using a shared sequence of procedures across grades. Key conceptual principles were infrequently expressed and often well after related procedures were introduced. Particularly weak support was given for understanding how the multiplication of lengths produces area measures. The results suggest that the content of written curricula contributes to students' weak learning of area measurement.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DRL0909745; REC0634043