Children's Estimation and Measurement of Area

• In Event: 52.030 - Investigations in Geometry, Measurement, and Spatial Reasoning

Abstract

The cognitive aspects of estimating and measuring rectangular areas have been suggested as interactive components in children's quantitative reasoning. We examined children's ability to estimate the size of rectangular regions in relation to children's level of area measurement along a learning trajectory. We find that children underestimate much more often than they overestimate, and we describe the extent of these estimation errors for a group of 38 Grade 4 students sampled across 5 clinical sessions. The study informs the design of curriculum and professional development for elementary mathematics.

Authors

• Jeffrey E. Barrett, Illinois State University

• Craig Cullen, Illinois State University

• Pam Beck, Illinois State University

• Cheryl L. Eames, Illinois State University

• Douglas H. Clements, University of Denver

• Julie Sarama, University of Denver