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The Measurement of Volume: Why Do Young Children Measure Inaccurately?
Author(s) -
Reece Charlotte Strange,
Kamii Constance
Publication year - 2001
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.1949-8594.2001.tb17969.x
Subject(s) - transitive relation , task (project management) , measure (data warehouse) , mathematics , mathematics education , unit (ring theory) , grade level , container (type theory) , volume (thermodynamics) , psychology , arithmetic , computer science , combinatorics , mechanical engineering , physics , management , database , quantum mechanics , engineering , economics
A total of 257 children in grades 2–5 were individually interviewed to find the grade level at which they demonstrated transitive reasoning and unit iteration in the measurement of volume. In the transitivity task, the children were asked if a larger, empty container could be used to compare the quantity of popcorn kernels (about 350 cc) in two containers that looked very different. The unit‐iteration task was similar except that children were asked if a small cup could be used to compare similar quantities of rice in two containers. It was found that a majority of children (51%) demonstrated transitive reasoning by third grade and that a majority (56%) demonstrated unit iteration by fourth grade. A conclusion reached is that the standard of the National Council of Teachers of Mathematics (2000) expecting children to understand units of measurement by grade 2 is unrealistic. Better principles of teaching are also suggested to encourage children to think logically.