Young children's intuitive understanding of rectangular area measurement

Lynne N. Outhred*, Michael C. Mitchelmore

*Corresponding author for this work

    Research output: Contribution to journalArticle

    47 Citations (Scopus)

    Abstract

    The focus of this article is the strategies young children use to solve rectangular covering tasks before they have been taught area measurement. One hundred fifteen children from Grades 1 to 4 were observed while they solved various array-based tasks, and their drawings were collected and analyzed. Children's solution strategies were classified into 5 developmental levels; we suggest that children sequentially learn 4 principles underlying rectangular covering. In the analysis we emphasize the importance of understanding the relation between the size of the unit and the dimensions of the rectangle in learning about rectangular covering, clarify the role of multiplication, and identify the significance of a relational understanding of length measurement. Implications for the learning of area measurement are addressed.

    Original languageEnglish
    Pages (from-to)144-167
    Number of pages24
    JournalJournal for Research in Mathematics Education
    Volume31
    Issue number2
    Publication statusPublished - 2000

    Keywords

    • Children's strategies
    • Cognitive development
    • Early childhood, K-4
    • Manipulatives
    • Measurement
    • Multiplication
    • Representations
    • Visualization/spatial reasoning

    Fingerprint Dive into the research topics of 'Young children's intuitive understanding of rectangular area measurement'. Together they form a unique fingerprint.

    Cite this