The Definitions of Spatial Quantities in Elementary Curriculum Materials

Nicholas J. Gilbertson; Jia He; V. Rani Satyam; Jack Smith; Eryn M. Stehr

The Definitions of Spatial Quantities in Elementary Curriculum Materials

Nicholas J. Gilbertson, Jia He, V. Rani Satyam, Jack Smith, Eryn M. Stehr

Mathematical Sciences

Research output: Contribution to conference › Presentation

Abstract

U.S. students' challenges in understanding spatial measurement has been connected to the highly procedural focus of elementary curricula. Because the definitions of quantities are basic conceptual content, we examined definitional-type expressions (related to formal mathematical definitions) for spatial quantities (length, area and volume) within and across elementary curricula with attention to the inclusion of units, quantification, and exhausting space. We found inconsistencies in the presentation of these conceptual aspects. In some cases, the inclusion of particular conceptual content depended on the type of quantity, (e.g. "exhausting space" was strongly emphasized in area measure, but less so in length and volume).

Original language	American English
State	Published - Nov 5 2016
Event	International Group for the Psychology of Mathematics Education North American Chapter Annual Conference (PMENA) - Duration: Oct 7 2017 → …

Conference

Conference	International Group for the Psychology of Mathematics Education North American Chapter Annual Conference (PMENA)
Period	10/7/17 → …

Keywords

Definitions
Elementary curriculum materials
Spatial quantities

DC Disciplines

Mathematics

Cite this

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title = "The Definitions of Spatial Quantities in Elementary Curriculum Materials",

abstract = " U.S. students' challenges in understanding spatial measurement has been connected to the highly procedural focus of elementary curricula. Because the definitions of quantities are basic conceptual content, we examined definitional-type expressions (related to formal mathematical definitions) for spatial quantities (length, area and volume) within and across elementary curricula with attention to the inclusion of units, quantification, and exhausting space. We found inconsistencies in the presentation of these conceptual aspects. In some cases, the inclusion of particular conceptual content depended on the type of quantity, (e.g. {"}exhausting space{"} was strongly emphasized in area measure, but less so in length and volume).",

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language = "American English",

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AU - Gilbertson, Nicholas J.

AU - He, Jia

AU - Satyam, V. Rani

AU - Smith, Jack

AU - Stehr, Eryn M.

N1 - U.S. students' challenges in understanding spatial measurement has been connected to the highly procedural focus of elementary curricula. Because the definitions of quantities are basic conceptual content, we examined definitional-type expressions (related to formal mathematical definitions) for spatial quantities (length, area and volume) within and across elementary curricula with attention to the inclusion of units, quantification, and exhausting space.

PY - 2016/11/5

Y1 - 2016/11/5

N2 - U.S. students' challenges in understanding spatial measurement has been connected to the highly procedural focus of elementary curricula. Because the definitions of quantities are basic conceptual content, we examined definitional-type expressions (related to formal mathematical definitions) for spatial quantities (length, area and volume) within and across elementary curricula with attention to the inclusion of units, quantification, and exhausting space. We found inconsistencies in the presentation of these conceptual aspects. In some cases, the inclusion of particular conceptual content depended on the type of quantity, (e.g. "exhausting space" was strongly emphasized in area measure, but less so in length and volume).

AB - U.S. students' challenges in understanding spatial measurement has been connected to the highly procedural focus of elementary curricula. Because the definitions of quantities are basic conceptual content, we examined definitional-type expressions (related to formal mathematical definitions) for spatial quantities (length, area and volume) within and across elementary curricula with attention to the inclusion of units, quantification, and exhausting space. We found inconsistencies in the presentation of these conceptual aspects. In some cases, the inclusion of particular conceptual content depended on the type of quantity, (e.g. "exhausting space" was strongly emphasized in area measure, but less so in length and volume).

KW - Definitions

KW - Elementary curriculum materials

KW - Spatial quantities

UR - http://tinyurl.com/h9l87ol

M3 - Presentation

T2 - International Group for the Psychology of Mathematics Education North American Chapter Annual Conference (PMENA)

Y2 - 7 October 2017

ER -

The Definitions of Spatial Quantities in Elementary Curriculum Materials

Abstract

Conference

Keywords

DC Disciplines

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