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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Cite this
Panorkou, N. (2018). Rethinking the teaching and learning of area measurement. Proceedings of International Conference of the Learning Sciences, ICLS, 2(2018-June), 863-870.