Abstract
This study focused on exploring an innovative way of teaching and learning measurement, what we refer to as Dynamic Measurement or DYME. Without relying on the common approach of counting square units, our goal was to engage students in contextually rich digital dynamic tasks to visualize area as a continuous quantity and evaluate the area of a rectangular region as a multiplicative relationship between the two lengths of the sides. In this paper, we briefly describe the iterative process of designing, testing and refining the tasks for DYME pointing to the significance of the design for developing students’ thinking of area as length times width.
| Original language | English |
|---|---|
| Pages (from-to) | 863-870 |
| Number of pages | 8 |
| Journal | Proceedings of International Conference of the Learning Sciences, ICLS |
| Volume | 2 |
| Issue number | 2018-June |
| State | Published - 1 Jan 2018 |
| Event | 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count - London, United Kingdom Duration: 23 Jun 2018 → 27 Jun 2018 |
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Rethinking the teaching and learning of area measurement. / Panorkou, Nicole.
In: Proceedings of International Conference of the Learning Sciences, ICLS, Vol. 2, No. 2018-June, 01.01.2018, p. 863-870.Research output: Contribution to journal › Conference article › Research › peer-review
TY - JOUR
T1 - Rethinking the teaching and learning of area measurement
AU - Panorkou, Nicole
PY - 2018/1/1
Y1 - 2018/1/1
N2 - This study focused on exploring an innovative way of teaching and learning measurement, what we refer to as Dynamic Measurement or DYME. Without relying on the common approach of counting square units, our goal was to engage students in contextually rich digital dynamic tasks to visualize area as a continuous quantity and evaluate the area of a rectangular region as a multiplicative relationship between the two lengths of the sides. In this paper, we briefly describe the iterative process of designing, testing and refining the tasks for DYME pointing to the significance of the design for developing students’ thinking of area as length times width.
AB - This study focused on exploring an innovative way of teaching and learning measurement, what we refer to as Dynamic Measurement or DYME. Without relying on the common approach of counting square units, our goal was to engage students in contextually rich digital dynamic tasks to visualize area as a continuous quantity and evaluate the area of a rectangular region as a multiplicative relationship between the two lengths of the sides. In this paper, we briefly describe the iterative process of designing, testing and refining the tasks for DYME pointing to the significance of the design for developing students’ thinking of area as length times width.
UR - http://www.scopus.com/inward/record.url?scp=85053883582&partnerID=8YFLogxK
M3 - Conference article
VL - 2
SP - 863
EP - 870
JO - Proceedings of International Conference of the Learning Sciences, ICLS
JF - Proceedings of International Conference of the Learning Sciences, ICLS
SN - 1814-9316
IS - 2018-June
ER -