Supporting Children’s Learning of Area Measurement: A Microgenetic Study

• In Event: Mathematics Learning in the Early Grades

Abstract

In this report we focus on the quantitative analyses of a microgenetic study (Siegler & Svetina, 2006) designed to refine a hypothetical learning trajectory (LT) for area measurement (Sarama & Clements, 2009). Specifically, we explored the effectiveness of instructional interventions that emphasized either subdivision or iteration. Quantitative analyses using inferential statistics support our hypothesis that instruction that emphasizes structuring a rectangular region by subdivision or iteration helps children at the Area Unit Relater and Repeater and Partial Row Structurer Levels (Sarama & Clements, 2009) construct a more sophisticated understanding of area measurement.

Authors

• Craig Cullen, Illinois State University

• Jeffrey E. Barrett, Illinois State University

• Douglas H. Clements, University of Denver

• Julie Sarama, University of Denver

• Cheryl L. Eames, Illinois State University

• Amanda Miller, Illinois State University

• Dave Klanderman, Trinity Christian College