Longitudinal Study of Children's Reasoning About Space and Geometry
By R. Lehrer, M. Jenkins, Helena P. Osana. 2012
109 citations recorded by the source corpus.
Subfields: Automotive Engineering, Education
View Paper: https://www.semanticscholar.org/paper/0d29347ca15155b61ff1a9952419fa90a7444496
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In Automotive Engineering
In Education
- Keith Jones
- Nathalie Sinclair
- Anna Baccaglini-Frank
- Allen Leung
- M. G. Bartolini Bussi
- J. Smith
- Ulrich Kortenkamp
- Dake Zhang
Citations in the corpus
- Conceptual Limitations in Curricular Presentations of Area Measurement: One Nation’s Challenges (2016, background): “Students may overgeneralize “length times width” as the meaning of area (Schifter & Szymaszek, 2003); produce area measures by additively combining lengths, widths, or heights (Lehrer et al., 1998; Zacharos, 2006); or simply answer questions about areas with numbers without units (Clements & Sarama,”
- The more it changes, the more it becomes the same: The development of the routine of shape identification in dynamic geometry environment☆ (2012, unknown): “A study by Lehrer, Jenkins, and Osana (1998) involved children aged 6, 7, and 8, who were asked to look at triads of polygons and determine which two were the most alike.”
- The Effect of Visual–Chunking–Representation Accommodation on Geometry Testing for Students with Math Disabilities (2012, background): “In other studies, Mistretta (2000) and Carroll (1998) reported that many eighth-grade students are not prepared for secondary classes in geometry.”
- Geometry in early years: sowing seeds for a mathematical definition of squares and rectangles (2014, background): “There is evidence that such conflict persists in older students (Hershkowitz 1990; Lehrer, Jenkins and Osana 1998; Clements, Swaminathan, Zeitler Hannibal and Sarama 1999; Clements 2004; Lin and Yang 2002; Battista 2007; Koleza and Giannisi 2013; Fujita 2012).”
- Recent research on geometry education: an ICME-13 survey team report (2016, background): “After a flurry of attention in the 1970s and 1980s, research began to indicate that the levels may not be as discrete as might be envisaged by the model (c.f., Gutiérrez et al. 1991; Lehrer et al. 1998).”