Evaluation of a learning trajectory for length in the early years
Evaluation of a learning trajectory for length in the early years
复制标题
评估早年学习轨迹的长度
DOI：
10.1007/s11858-011-0326-5
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
Jennifer S. McDonel
中科院分区：
文献类型：
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作者：
J. Sarama;D. Clements;Jeffrey E. Barrett;Douglas W. Van Dine;Jennifer S. McDonel
测量是数学教育的一个重要组成部分，但对测量的学习和教学的研究是有限的，特别是与数字和运算等主题相比。为了有助于建立一个研究基地的教学测量，我们评估和完善了以前开发的学习轨迹在早期长度测量，专注于发展的进步，提供认知帐户的发展儿童的战略和概念知识的措施。研究结果普遍支持的发展进程，在儿童可靠地通过该进程中的思维水平。例如，他们通过一个水平，他们通过放置多个单位或试图测量单位的长度，有时在单位之间留下间隙。然而，研究结果也提出了一些改进的发展进程，包括间接长度比较的性质和位置的发展进程和词汇的作用，这是一个重要的促进学习的一些，但不是所有的孩子。
Measurement is a critical component of mathematics education, but research on the learning and teaching of measurement is limited, especially compared to topics such as number and operations. To contribute to the establishment of a research base for instruction in measurement, we evaluated and refined a previously developed learning trajectory in early length measurement, focusing on the developmental progressions that provide cognitive accounts of the development of children’s strategic and conceptual knowledge of measure. Findings generally supported the developmental progression, in that children reliably moved through the levels of thinking in that progression. For example, they passed through a level in which they measured length by placing multiple units or attempting to iterate a unit, sometimes leaving gaps between units. However, findings also suggested several refinements to the developmental progression, including the nature and placement of indirect length comparison in the developmental progression and the role of vocabulary, which was an important facilitator of learning for some, but not all, children.