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 conferencePoster

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 - 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 titlePME 2018
CountrySweden
CityUmeå
Period3/07/188/07/18
Internet address

Keywords

  • Primary school children
  • Mathematics education
  • Geometry

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