Faculty Publications

Learning about Area by Working with Building Plans

Document Type

Article

Journal/Book/Conference Title

Mathematics Teaching in the Middle School

Volume

9

Issue

8

First Page

450

Last Page

456

Abstract

Area measurement is one of the most difficult topics in measurement that teachers cover in the K–6 curriculum. Several authors (Nitabach and Lehrer 1996; Outhred and Mitchelmore 2000) have noted that students' difficulties with area stem from an overreliance on the area formula, with little accompanying understanding of its conceptual basis. Students in the early elementary grades measure objects directly with instruments such as rulers, and in this sense, they see the units that they are “counting.” Calculating the area of a rectangle by means of the a = l × w formula, however, involves a shift in thinking, because area is derived from measurements that have been obtained with a ruler, rather than by directly counting units. When using the formula, students do not have to think about units covering space or an object. When designing a unit of instruction on area measurement, we began the process with this question: How could we help students see how direct measurement (counting units) is connected to indirect (a = l × w) measurement? Another way to frame the question is this: How can students better understand the conceptual basis of area measurement?

Department

Department of Educational Psychology, Foundations, and Leadership Studies

Original Publication Date

4-1-2004

DOI of published version

10.5951/MTMS.9.8.0450

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