Demystifying Area and Perimeter: A Practitioner’s Guide to Strategies That Work

IF 0.7 4区教育学 Q4 EDUCATION, SPECIAL

Intervention in School and Clinic Pub Date : 2022-05-11 DOI:10.1177/10534512221093780

S. King, Megan Rojo, D. Bryant

引用次数: 0

Abstract

An understanding of concepts related to geometric measurement is considered to be critical to the development of individuals’ mathematics knowledge. Specifically, the National Mathematics Advisory Panel’s 2008 report listed the skills of area and perimeter as foundational for algebra readiness. Yet, this content knowledge continues to be an underdeveloped skill area for many school-age children and especially those with learning disabilities. This article provides educators with the following four strategies that are grounded in research and can be implemented during instruction on area and perimeter: (a) instruction using manipulatives, (b) focusing on salient variables within problems, (c) utilizing visual-chunking representations, and (d) incorporating contextualized scenarios and experiences.

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揭开区域和周长的神秘面纱：有效策略的从业者指南

理解与几何测量相关的概念被认为对个人数学知识的发展至关重要。具体而言，国家数学咨询小组2008年的报告将区域和周边技能列为代数准备的基础。然而，对于许多学龄儿童，尤其是那些有学习障碍的儿童来说，这一内容知识仍然是一个不发达的技能领域。本文为教育工作者提供了以下四种基于研究的策略，这些策略可以在区域和周边的教学中实施：（a）使用操纵词的教学，（b）关注问题中的显著变量，（c）使用视觉分块表示，以及（d）结合情境化的场景和体验。

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

Intervention in School and Clinic EDUCATION, SPECIAL-

CiteScore

1.90

自引率

12.50%

发文量

期刊介绍： Intervention in School and Clinic is practitioner-oriented and designed to provide practical, research-based ideas to educators who work with students with severe learning disabilities and emotional/behavioral problems. Emphasis is placed on strategies and techniques that can be easily implemented in school or clinic settings and address the multifaceted needs of students with severe LD and emotional/behavioral problems. Specifically, articles should target curricular, instructional, social, behavioral, assessment, and vocational strategies and techniques and have direct application to the classroom setting.