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Measurement of Length: The Need for a Better Approach to Teaching
Author(s) -
Kamii Constance,
Clark Faye B.
Publication year - 1997
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.1997.tb17354.x
Subject(s) - construct (python library) , transitive relation , mathematics education , abstract reasoning , unit (ring theory) , computer science , mathematics , psychology , cognition , combinatorics , neuroscience , programming language
Three hundred and eighty‐three children in grades 1–5 were individually interviewed to find out at when they construct unit iteration out of transitive reasoning as described by Piaget, Inhelder, and Szeminska (1960). The results indicated that most children (72%) construct transitive reasoning by second grade and that most (76%) construct unit iteration out of transitive reasoning by fourth grade. The article explains why traditional instruction produces the poor results revealed by the National Assessment of Educational Progress. It also suggests a better approach to the teaching of measurement that presents problems and encourages children to modify their ways of thinking.