Understanding length × width × height with modified tasks

• Dae S. Hong a a ^[1] ; Cristina Runnalls ^[2]
  1. [1] University of Iowa

     University of Iowa

     City of Iowa City, Estados Unidos

     
  2. [2] Polytechnic University
• Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 51, Nº. 4, 2020, págs. 614-625
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • In this article, we describe one possible way to modify volume tasks in textbooks to promote conceptual understanding of the volume formula: length × width × height. From the results of previous studies regarding students’ understanding of volume measurement, we identified three conceptual ideas key to understanding volume: filling three-dimensional space with equal-sized units, layer structure, and linking layer structure to the volume formula. Our examination of three popular US textbook series showed that these three conceptual ideas were not well-presented. We conclude with recommendations for one possible way to modify tasks to improve conceptually-based volume instruction.