Peer reviewed
Download full textERIC Number: ED599727
Record Type: Non-Journal
Publication Date: 2014
Pages: 8
Abstractor: As Provided
ISBN: N/A
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Linking Children's Knowledge of Length Measurement to Their Use of Double Number Lines
Beck, Pamela S.; Eames, Cheryl L.; Cullen, Craig J.; Barrett, Jeffrey E.; Clements, Douglas H.; Sarama, Julie
North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014)
In this paper we report on five Grade 6 students' responses to a proportional reasoning task. We conducted pair interviews within a longitudinal study focused on extending a hypothetical learning trajectory for length measurement. Results suggest that there exists a link between children's level of conceptual and procedural knowledge for length measurement and their ways of using the double number line representation when solving problems involving proportional reasoning. [For the complete proceedings, see ED597799.]
Descriptors: Elementary School Students, Grade 6, Elementary School Mathematics, Mathematics Education, Mathematics Skills, Knowledge Level, Measurement, Number Concepts, Problem Solving, Logical Thinking
North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Elementary Education; Grade 6; Intermediate Grades; Middle Schools
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Language: English
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