Young Children's Intuitive Understanding of Rectangular Area Measurement.

By Lynne Outhred, M. Mitchelmore. 2000

163 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/44a56be2444b0603d222b3d5ba13a4b2b2ca2f29

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Statistics and Probability

Citations in the corpus

Case Studies of Children's Development of Structure in Early Mathematics: A Two-Year Longitudinal Study. (2005, background): “Our interest in children's development of structure in early mathematical concepts has been highlighted in our studies of number concepts, multiplicative reasoning (Mulligan, 2002; Mulligan & Mitchelmore, 1997) and measurement concepts (Outhred & Mitchelmore, 2000; Outhred & Mitchelmore, 2004).”
Reconceptualizing early mathematics learning (2013, background): “Early studies on the structure of multiplication and division (Mulligan & Mitchelmore, 1997), the number system (Thomas, Mulligan, & Goldin, 2002), and area measurement (Outhred & Mitchelmore, 2000) focused on analysing and describing structural development in studies of 5- to 12-year-olds.”
Children's Conceptions of Area Measurement and Their Strategies for Solving Area Measurement Problems. (2012, methodology): “The previous studies (e.g., Outhred & Mitchelmore, 2000; Reynolds & Wheatley, 1996) indicated that fourth graders could understand the concept of rectangular arrays and those who adequately understand the row-by-column structure are competent in applying multiplicative strategy for determining the…”
Improper use of linear reasoning: An in-depth study of the nature and the irresistibility of secondary school students' errors (2002, background): “…doubling the sides of a figure to produce a similar figure, most students – and even prospective teachers – claim that the area and volume will be halved or doubled too (National Council of Teachers of Mathematics, 1989; Outhred and Mitchelmore, 2000; Simon and Blume, 1994; Tierney et al., 1990).”
Conceptual Limitations in Curricular Presentations of Area Measurement: One Nation’s Challenges (2016, background): “Students could be asked to iterate rows or columns as composite units and complete partially filled rectangular arrays (see, e.g., Battista, 2012; Outhred & Mitchelmore, 2000).”
Cognitive styles, dynamic geometry and measurement performance (2009, background): “On the other hand, there is evidence that both elementary and secondary school students have inadequate understanding of area and area measurement (Outhred and Mitchelmore 2000).”