TY - JOUR
T1 - Young students' concepts of turning and angle
AU - Mitchelmore, Michael C.
PY - 1998
Y1 - 1998
N2 - Thirty-six students from Grades 2, 4, and 6 were each presented with realistic models of 4 familiar turning situations (an oven temperature knob, a door, a doll turning about an axis, and a car turning around bends in a road) and were questioned about the relation of the situations to each other and to various abstract angle models. The responses suggest that young students have separate concepts of turning and bending: Turning (knob, doll, and door) is a movement, whereas bending (road bends) is a configuration. Many young students do not spontaneously interpret turning as a configuration or bending as a movement. Implications for the teaching of angle concepts are explored.
AB - Thirty-six students from Grades 2, 4, and 6 were each presented with realistic models of 4 familiar turning situations (an oven temperature knob, a door, a doll turning about an axis, and a car turning around bends in a road) and were questioned about the relation of the situations to each other and to various abstract angle models. The responses suggest that young students have separate concepts of turning and bending: Turning (knob, doll, and door) is a movement, whereas bending (road bends) is a configuration. Many young students do not spontaneously interpret turning as a configuration or bending as a movement. Implications for the teaching of angle concepts are explored.
UR - http://www.scopus.com/inward/record.url?scp=0038901733&partnerID=8YFLogxK
U2 - 10.1207/s1532690xci1603_2
DO - 10.1207/s1532690xci1603_2
M3 - Article
AN - SCOPUS:0038901733
SN - 0737-0008
VL - 16
SP - 265
EP - 284
JO - Cognition and Instruction
JF - Cognition and Instruction
IS - 3
ER -