TY - JOUR
T1 - Exploring Students’ Dynamic Measurement Reasoning About Right Prisms and Cylinders
AU - Panorkou, Nicole
N1 - Funding Information:
This research was supported by a NAEd/Spencer postdoctoral fellowship awarded to Nicole Panorkou. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect official positions of the academy or the foundation. I would like to thank Erell Germia, Debasmita Basu, and Toni York for their help in various phases of the project. I would also like to thank Andrew Izs?k and the anonymous reviewers for their valuable and constructive feedback in earlier versions of this manuscript.
Publisher Copyright:
© 2021 Taylor & Francis Group, LLC.
PY - 2021
Y1 - 2021
N2 - This study presents the results of a series of design experiments that aimed to engage twelve fourth-grade students in mathematical activity exploring the volume of right prisms and cylinders as a dynamic sweep of a surface through a height, an approach that is referred to as Dynamic Measurement for Volume (DYME-V). This article describes this approach and discusses the qualitatively different forms of DYME-V reasoning that students exhibited through this mathematical activity. The analysis of students’ reasoning illustrates how students may reason about the quantities involved in DYME-V, their multiplicative relationship, and also their coordinated multiplicative change. The findings show the potential of the DYME-V approach for supporting a perception of right prisms and cylinders as spaces that are generated and thus defined by other objects as the approach emphasizes dynamic images of change in volume measurement.
AB - This study presents the results of a series of design experiments that aimed to engage twelve fourth-grade students in mathematical activity exploring the volume of right prisms and cylinders as a dynamic sweep of a surface through a height, an approach that is referred to as Dynamic Measurement for Volume (DYME-V). This article describes this approach and discusses the qualitatively different forms of DYME-V reasoning that students exhibited through this mathematical activity. The analysis of students’ reasoning illustrates how students may reason about the quantities involved in DYME-V, their multiplicative relationship, and also their coordinated multiplicative change. The findings show the potential of the DYME-V approach for supporting a perception of right prisms and cylinders as spaces that are generated and thus defined by other objects as the approach emphasizes dynamic images of change in volume measurement.
UR - http://www.scopus.com/inward/record.url?scp=85112531688&partnerID=8YFLogxK
U2 - 10.1080/07370008.2021.1958218
DO - 10.1080/07370008.2021.1958218
M3 - Article
AN - SCOPUS:85112531688
SN - 0737-0008
VL - 39
SP - 477
EP - 511
JO - Cognition and Instruction
JF - Cognition and Instruction
IS - 4
ER -