Exploring Students’ Dynamic Measurement Reasoning About Right Prisms and Cylinders

IF 2.3 1区心理学 Q2 PSYCHOLOGY, EDUCATIONAL

Cognition and Instruction Pub Date : 2021-10-02 DOI:10.1080/07370008.2021.1958218

N. Panorkou

引用次数: 1

Abstract

Abstract This study presents the results of a series of design experiments that aimed to engage twelve fourth-grade students in mathematical activity exploring the volume of right prisms and cylinders as a dynamic sweep of a surface through a height, an approach that is referred to as Dynamic Measurement for Volume (DYME-V). This article describes this approach and discusses the qualitatively different forms of DYME-V reasoning that students exhibited through this mathematical activity. The analysis of students’ reasoning illustrates how students may reason about the quantities involved in DYME-V, their multiplicative relationship, and also their coordinated multiplicative change. The findings show the potential of the DYME-V approach for supporting a perception of right prisms and cylinders as spaces that are generated and thus defined by other objects as the approach emphasizes dynamic images of change in volume measurement.

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探究学生对直角棱镜和圆柱的动态测量推理

摘要本研究介绍了一系列设计实验的结果，旨在让12名四年级学生参与数学活动，将直角棱镜和圆柱体的体积作为表面在高度上的动态扫掠，这种方法被称为体积的动态测量（DYME-V）。本文描述了这种方法，并讨论了学生在这项数学活动中表现出的DYME-V推理的质的不同形式。对学生推理的分析说明了学生如何推理DYME-V中涉及的量、它们的乘法关系以及它们的协调乘法变化。研究结果表明，DYME-V方法有潜力支持将右棱镜和圆柱体视为由其他物体生成并定义的空间，因为该方法强调体积测量变化的动态图像。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Cognition and Instruction Multiple-

CiteScore

7.90

自引率

12.10%

发文量

期刊介绍： Among education journals, Cognition and Instruction"s distinctive niche is rigorous study of foundational issues concerning the mental, socio-cultural, and mediational processes and conditions of learning and intellectual competence. For these purposes, both “cognition” and “instruction” must be interpreted broadly. The journal preferentially attends to the “how” of learning and intellectual practices. A balance of well-reasoned theory and careful and reflective empirical technique is typical.