Different approaches for teaching volume and students' visualization ability

Gabel, Dorothy L.; Enochs, Larry G.

doi:10.1002/sce.3730710410

Cited by 4 publications

(2 citation statements)

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“…Joram et al., (1998) maintained that fourth grade students can mentally manipulate images and predicted that such cognitive development would improve estimation. Gabel and Enochs (1987) examined visual‐spatial ability to determine how best to teach metrics (length, area, or volume first). They showed that for high visual‐spatial ability students teaching length, area and volume in sequence was successful, but that a volume first approach was more effective for low visual‐spatial ability students.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Students' Accuracy of Measurement Estimation: Context, Units, and Logical Thinking

Jones

Gardner

Taylor

et al. 2012

School Sci & Mathematics

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This study examined students' accuracy of measurement estimation for linear distances, different units of measure, task context, and the relationship between accuracy estimation and logical thinking. Middle school students completed a series of tasks that included estimating the length of various objects in different contexts and completed a test of logical thinking ability. Results found that the students were not able to give accurate estimations for the lengths of familiar objects. Students were also less accurate in estimating in metric units as compared to English or novel units. Estimation accuracy was dependent on the task context. There were significant differences in estimation accuracy for two‐ versus three‐dimensional estimation tasks. There were no significant differences for estimating objects with different orientations or embedded objects. For the tasks requiring the students to estimate in English units, the embedded task and the three‐dimensional tasks were correlated with logical thinking. For estimation tasks with novel units, three‐dimensional and two‐dimensional estimation tasks were significantly correlated with the logical thinking. In order to interact effectively with our environment it is essential to possess an intuitive grasp of both dimension and scale and to be able to manipulate such information. Estimation, approximating and measuring are all components of such intuition (Forrester, Latham, & Shire, 1990, p. 283).

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Section: Theoretical Backgroundmentioning

confidence: 99%

Students' Accuracy of Measurement Estimation: Context, Units, and Logical Thinking

Jones

Gardner

Taylor

et al. 2012

School Sci & Mathematics

View full text Add to dashboard Cite

show abstract

“…The concept of volume was selected as the topic for the mini‐unit, because it incorporates both mathematics and science concepts equally and is considered, along with mass, weight, and density as central to the physical sciences (Klopfer, Champagne, & Chaiklin, 1992). The concept is often difficult for students to understand (Enochs & Gabel, 1984; Gabel & Enochs, 1987; Potari & Spiliotopoulou, 1996). The lessons will cover both the NSES (1996) and NCTM (2000) standards.…”

Section: Rationalementioning

confidence: 99%