HOW DO PUPILS OF THE 5TH AND 6TH GRADE STRUCTURE SPACE
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F17%3A10361129" target="_blank" >RIV/00216208:11410/17:10361129 - isvavai.cz</a>
Výsledek na webu
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DOI - Digital Object Identifier
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Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
HOW DO PUPILS OF THE 5TH AND 6TH GRADE STRUCTURE SPACE
Popis výsledku v původním jazyce
Measurement of area and volume seems to be one of the challenges for Czech pupils. Structuration of space into arrays of rectangular tiles or unit cubes has been found as one of the key building blocks needed to understand measurement of area and volume. In this article, I investigate strategies and misconceptions that appear when pupils solve structuration problems in 3D. In addition to a written test (1203 pupils from grades 4 to 9), interviews (57 pupils from grades 5 and 6) specifically aimed at space structuration were analysed. It appears that the structuration of space represents a problem for many 5th and 6th graders. Several types of problems have been identified including incorrect use of formula, problems in interpretation of words "rectangle 3 cm wide and 4 cm long" and not distinguishing between spatio-graphical and theoretical worlds.
Název v anglickém jazyce
HOW DO PUPILS OF THE 5TH AND 6TH GRADE STRUCTURE SPACE
Popis výsledku anglicky
Measurement of area and volume seems to be one of the challenges for Czech pupils. Structuration of space into arrays of rectangular tiles or unit cubes has been found as one of the key building blocks needed to understand measurement of area and volume. In this article, I investigate strategies and misconceptions that appear when pupils solve structuration problems in 3D. In addition to a written test (1203 pupils from grades 4 to 9), interviews (57 pupils from grades 5 and 6) specifically aimed at space structuration were analysed. It appears that the structuration of space represents a problem for many 5th and 6th graders. Several types of problems have been identified including incorrect use of formula, problems in interpretation of words "rectangle 3 cm wide and 4 cm long" and not distinguishing between spatio-graphical and theoretical worlds.
Klasifikace
Druh
D - Stať ve sborníku
CEP obor
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OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
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Návaznosti
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Ostatní
Rok uplatnění
2017
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název statě ve sborníku
EQUITY AND DIVERSITY IN ELEMENTARY MATHEMATICS EDUCATION
ISBN
978-80-7290-955-1
ISSN
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e-ISSN
neuvedeno
Počet stran výsledku
11
Strana od-do
411-421
Název nakladatele
Univerzita Karlova, Pedagogická fakulta
Místo vydání
Praha
Místo konání akce
Praha
Datum konání akce
20. 8. 2017
Typ akce podle státní příslušnosti
WRD - Celosvětová akce
Kód UT WoS článku
000432421100043