{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80057"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80057","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Children's Understanding of the Concepts of Area Measurement","abstract":"This study examined the effectiveness of an enriched curriculum that connected geometry with area measurement to enhance children's understanding of the concepts of area measurement. One hundred and twenty fourth-grade Taiwanese children from a public school participated in the study. The results reveal that the group who received the enriched curriculum did not outperform the group given the standard area measurement curriculum on the posttest overall, but the enriched curriculum group was superior at explaining their reasoning about area measurement. No gender differences were found in the children's performance at problem solving. The analyses of interviews showed that the children who had a good understanding of the area formula of a rectangle tended to use multiple strategies and the area formulas to determine areas, whereas the children who had a poor understanding of the area formula of a rectangle tended to use the counting strategy to determine areas. The theory and data are interpreted in the context of the issues regarding teaching area measurement for conceptual understanding.","abstract_html":"This study examined the effectiveness of an enriched curriculum that connected geometry with area measurement to enhance children's understanding of the concepts of area measurement. One hundred and twenty fourth-grade Taiwanese children from a public school participated in the study. The results reveal that the group who received the enriched curriculum did not outperform the group given the standard area measurement curriculum on the posttest overall, but the enriched curriculum group was superior at explaining their reasoning about area measurement. No gender differences were found in the children's performance at problem solving. The analyses of interviews showed that the children who had a good understanding of the area formula of a rectangle tended to use multiple strategies and the area formulas to determine areas, whereas the children who had a poor understanding of the area formula of a rectangle tended to use the counting strategy to determine areas. The theory and data are interpreted in the context of the issues regarding teaching area measurement for conceptual understanding.","abstract_has_math":false,"creators":["Huang, Hsin-Mei"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Elementary Education","degree_department":null,"school":null,"contributors":["Klaus G. Witz"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:55:06Z","date_published":"2015-09-25T19:55:06Z","updated_at":"2026-07-22T22:26:13Z","subjects":["Education, Mathematics"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3337796"],"render_values":[{"text":"(MiAaPQ)AAI3337796","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/80057","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Klaus G. 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One hundred and twenty fourth-grade Taiwanese children from a public school participated in the study. The results reveal that the group who received the enriched curriculum did not outperform the group given the standard area measurement curriculum on the posttest overall, but the enriched curriculum group was superior at explaining their reasoning about area measurement. No gender differences were found in the children's performance at problem solving. The analyses of interviews showed that the children who had a good understanding of the area formula of a rectangle tended to use multiple strategies and the area formulas to determine areas, whereas the children who had a poor understanding of the area formula of a rectangle tended to use the counting strategy to determine areas. The theory and data are interpreted in the context of the issues regarding teaching area measurement for conceptual understanding.","Made available in DSpace on 2015-09-25T19:55:06Z (GMT). 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One hundred and twenty fourth-grade Taiwanese children from a public school participated in the study. The results reveal that the group who received the enriched curriculum did not outperform the group given the standard area measurement curriculum on the posttest overall, but the enriched curriculum group was superior at explaining their reasoning about area measurement. No gender differences were found in the children's performance at problem solving. The analyses of interviews showed that the children who had a good understanding of the area formula of a rectangle tended to use multiple strategies and the area formulas to determine areas, whereas the children who had a poor understanding of the area formula of a rectangle tended to use the counting strategy to determine areas. The theory and data are interpreted in the context of the issues regarding teaching area measurement for conceptual understanding.","Made available in DSpace on 2015-09-25T19:55:06Z (GMT). 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