Establishing conceptual bases for the measurement of volume
| dc.contributor.author | Olkun, Sinan | |
| dc.date.accessioned | 2019-04-24T13:01:42Z | |
| dc.date.available | 2019-04-24T13:01:42Z | |
| dc.date.issued | 2003 | |
| dc.description.abstract | Fourth grade students’ understanding of rectangular solids made of small cubes was investigated. A three-phase procedure was utilized. First, interviews were conducted individually to assess the students’ level of functioning in cube-enumeration tasks. Second, participants were engaged in equal sharing of spatial constructions. Last, postinterviews were conducted to probe students’ improvements as revealed by their use of enumeration strategies. Students used three distinct conceptualizations for the arrays of cubes depending on what they formed as unit and how they structured the whole building. Initially, their structuring was distracted by the complexity of buildings and none of them used the same strategies consistently across problems. During the instruction, they exhibited the same conceptualizations and transitioned from one to the other. After the intervention, all the students consistently used layering strategies regardless of the complexity of the buildings. Equal-sharing situations coupled with coloring activities paved the road in establishing units, composite units, and unit iteration. | tr_TR |
| dc.identifier.uri | http://hdl.handle.net/20.500.12575/63189 | |
| dc.identifier.volume | 3 | tr_TR |
| dc.language.iso | en | tr_TR |
| dc.relation.journal | International Online Journal of Science and Mathematics Education | tr_TR |
| dc.title | Establishing conceptual bases for the measurement of volume | tr_TR |
| dc.type | Article | tr_TR |