|
|||||
|
|
Examining and developing fourth grade children’s area estimation performance |
|
| Authors: | Cheryl L Eames Jeffrey E Barrett Craig J Cullen George Rutherford David Klanderman Douglas H Clements Julie Sarama Douglas W Van Dine |
| Institution: | 1. Mathematics and Statistics, Southern Illinois University Edwardsville, Edwardsville, IL, USA;2. Mathematics, Illinois State University, Normal, IL, USA;3. Physics, Illinois State University, Normal, IL, USA;4. Mathematics and Statistics, Calvin University, Grand Rapids, MI, USA;5. Curriculum and Instruction, University of Denver, Denver, CO, USA;6. Marzano Research, Centennial, CO, USA |
| Abstract: | This study explored children’s area estimation performance. Two groups of fourth grade children completed area estimation tasks with rectangles ranging from 5 to 200 square units. A randomly assigned treatment group completed instructional sessions that involved a conceptual area measurement strategy along with numerical feedback. Children tended to underestimate areas of rectangles. Furthermore, rectangle size was related to performance such that estimation error and variability increased as rectangle size increased. The treatment group exhibited significantly improved area estimation performance in terms of accuracy, as well as reduced variability and instances of extreme responses. Area measurement estimation findings are related to a Hypothetical Learning Trajectory for area measurement. |
| Keywords: | elementary grades estimation geometric measurement learning trajectory |