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 language | English |
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Pages | 227 |
Number of pages | 1 |
Publication status | Published - 2018 |
Event | Annual Conference of the International Group for the Psychology of Mathematics Education 2018 - Umeå University, Umeå, Sweden Duration: 3 Jul 2018 → 8 Jul 2018 Conference number: 42nd http://www.pme42.se/ |
Conference
Conference | Annual Conference of the International Group for the Psychology of Mathematics Education 2018 |
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Abbreviated title | PME 2018 |
Country/Territory | Sweden |
City | Umeå |
Period | 3/07/18 → 8/07/18 |
Internet address |
Keywords
- Primary school children
- Mathematics education
- Geometry