NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1154228
Record Type: Journal
Publication Date: 2017-Oct
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1571-0068
Curriculum Interventions for Area Measurement Instruction to Enhance Children's Conceptual Understanding
Huang, Hsin-Mei E.
International Journal of Science and Mathematics Education, v15 n7 p1323-1341 Oct 2017
This study examined the effectiveness of 3 curriculum interventions focused on strengthening children's ability to solve area measurement problems and explored the instructional perspectives of the instructor who implemented the interventions. The interventions involved various degrees of emphasis on area measurement and knowledge of 2-dimensional geometry. Participants were 131 fourth graders, recruited from a city in northern Taiwan, and 1 instructor. The results confirmed the effectiveness of an enriched curriculum integrating knowledge of 2-dimensional geometry in enhancing children's conceptual understanding of area measurement. The group that received the enriched curriculum outperformed the other groups that received the curricula stressing only 2-dimensional geometry or numerical calculations for area measurement in solving the area problems requiring mathematical judgments and explanations. The curriculum also facilitated children's reasoning in distinguishing between the perimeter and area of a rectangle, which required higher-order mathematical thinking. Interview data revealed that approximately all children from the 3 intervention groups could identify the mathematical subject-matter components highlighted in the curricula. Interviewees tended to consider the use of formulae to solve area measurement problems to be important, despite some differences in learning gains among the 3 groups. In interviews, the participating instructor revealed a change of perspective regarding the importance of offering students opportunities for manipulation and geometric operations when teaching area measurement, prompted by curriculum enactment.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan
Grant or Contract Numbers: N/A