Grade 3/4 students' misconceptions of cubes

a landscape of sources of errors

Ann Patricia Downton, Sharyn Livy, Simone Reinhold, Susanne Woller

Research output: Contribution to conferencePosterOther

Abstract

Most of the research relating to children’s geometric reasoning has been interested in geometrical concept knowledge of two-dimensional shapes, whereas few studies have investigated children’s knowledge and visualization of three-dimensional objects, in detail. In previously presented research, we introduced a construction task to investigate young children’s knowledge of geometrical solids. First results, namely children’s construction strategies and products in this task, were interpreted according to the Van Hiele framework and indicated a wide variety in Grade 3 students’ geometrical concept knowledge on solids (Reinhold & Wöller, 2016). Moreover, we identified errors and misconceptions on cubes that provoked us to widen our perspective and to search for more general aspects of cognitive development that we considered could influence (mis)conceptions on geometrical objects.
Original languageEnglish
Pages227
Number of pages1
Publication statusPublished - 2018
EventAnnual Conference of the International Group for the Psychology of Mathematics Education 2018: Delight in Mathematics Education - Umeå University, Umeå, Sweden
Duration: 3 Jul 20188 Jul 2018
Conference number: 42nd
http://www.pme42.se/

Conference

ConferenceAnnual Conference of the International Group for the Psychology of Mathematics Education 2018
Abbreviated titlePME42
CountrySweden
CityUmeå
Period3/07/188/07/18
Internet address

Keywords

  • Primary school children
  • Mathematics education
  • Geometry

Cite this

Downton, A. P., Livy, S., Reinhold, S., & Woller, S. (2018). Grade 3/4 students' misconceptions of cubes: a landscape of sources of errors. 227. Poster session presented at Annual Conference of the International Group for the Psychology of Mathematics Education 2018, Umeå, Sweden.
Downton, Ann Patricia ; Livy, Sharyn ; Reinhold, Simone ; Woller, Susanne. / Grade 3/4 students' misconceptions of cubes : a landscape of sources of errors. Poster session presented at Annual Conference of the International Group for the Psychology of Mathematics Education 2018, Umeå, Sweden.1 p.
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Downton, AP, Livy, S, Reinhold, S & Woller, S 2018, 'Grade 3/4 students' misconceptions of cubes: a landscape of sources of errors' Annual Conference of the International Group for the Psychology of Mathematics Education 2018, Umeå, Sweden, 3/07/18 - 8/07/18, pp. 227.

Grade 3/4 students' misconceptions of cubes : a landscape of sources of errors. / Downton, Ann Patricia; Livy, Sharyn; Reinhold, Simone; Woller, Susanne.

2018. 227 Poster session presented at Annual Conference of the International Group for the Psychology of Mathematics Education 2018, Umeå, Sweden.

Research output: Contribution to conferencePosterOther

TY - CONF

T1 - Grade 3/4 students' misconceptions of cubes

T2 - a landscape of sources of errors

AU - Downton, Ann Patricia

AU - Livy, Sharyn

AU - Reinhold, Simone

AU - Woller, Susanne

PY - 2018

Y1 - 2018

N2 - Most of the research relating to children’s geometric reasoning has been interested in geometrical concept knowledge of two-dimensional shapes, whereas few studies have investigated children’s knowledge and visualization of three-dimensional objects, in detail. In previously presented research, we introduced a construction task to investigate young children’s knowledge of geometrical solids. First results, namely children’s construction strategies and products in this task, were interpreted according to the Van Hiele framework and indicated a wide variety in Grade 3 students’ geometrical concept knowledge on solids (Reinhold & Wöller, 2016). Moreover, we identified errors and misconceptions on cubes that provoked us to widen our perspective and to search for more general aspects of cognitive development that we considered could influence (mis)conceptions on geometrical objects.

AB - Most of the research relating to children’s geometric reasoning has been interested in geometrical concept knowledge of two-dimensional shapes, whereas few studies have investigated children’s knowledge and visualization of three-dimensional objects, in detail. In previously presented research, we introduced a construction task to investigate young children’s knowledge of geometrical solids. First results, namely children’s construction strategies and products in this task, were interpreted according to the Van Hiele framework and indicated a wide variety in Grade 3 students’ geometrical concept knowledge on solids (Reinhold & Wöller, 2016). Moreover, we identified errors and misconceptions on cubes that provoked us to widen our perspective and to search for more general aspects of cognitive development that we considered could influence (mis)conceptions on geometrical objects.

KW - Primary school children

KW - Mathematics education

KW - Geometry

M3 - Poster

SP - 227

ER -

Downton AP, Livy S, Reinhold S, Woller S. Grade 3/4 students' misconceptions of cubes: a landscape of sources of errors. 2018. Poster session presented at Annual Conference of the International Group for the Psychology of Mathematics Education 2018, Umeå, Sweden.