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Textual Expression of Knowledge in Curricula: Illuminating Opportunities to Learn Area Measurement

Textual Expression of Knowledge in Curricula: Illuminating Opportunities to Learn Area Measurement Lorraine Males & Funda Gönülateş * Michigan State University. Research Questions. Building an Understanding of Area. Results.

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Textual Expression of Knowledge in Curricula: Illuminating Opportunities to Learn Area Measurement

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  1. Textual Expression of Knowledge in Curricula: Illuminating Opportunities to Learn Area Measurement Lorraine Males & FundaGönülateş* Michigan State University Research Questions Building an Understanding of Area Results How is knowledge presented to students through textual elements in curricula for area measurement in grades K-4? • Stephan & Clements(2003) provide the following recommendations: • construct the idea of measurement units (including measurement sense for standard units) • have many experiences covering quantities with appropriate measurement units and counting those units • structure spatially the object they are to measure • construct the inverse relationship between the size of a unit and the number of units used in the measurement (p.13-14) Rationale • Poor performance in measurement including area (Blume, Galindo, & Walcott, 2007; Lehrer, 2003; Stephan & Clement, 2003; Kamii & Kysh, 2006). • Instructional approaches become crucial in developing a strong understanding of area measurement • With the reliance on curriculum materials by many teachers (Remillard, 2005) it is important to know: • what area measurement content is provided in materials • how area measurement is treated in these materials Data Sources • Michigan Mathematics (Foresman-Addison Wesley, 2008) • Everyday Mathematics (The University of Chicago School Mathematics Project, 2007) • Saxon Math (Larson, 2004) Framework & Analysis Taking a closer look at Conceptual Knowledge Implications Important Points • Students were asked to do, rather than know (little conceptual content) • Students did not have direct access to conceptual content (mostly in Teacher materials) • Stephan & Clements (2003) Covering and Counting recommendation expressed more than their other three recommendations (mostly expressed by procedural Queries) • Curriculum materials provide: • A Procedural focus, Mostly Queries (Q + P) • As grades increase more content appears in Student materials • Conceptual Knowledge is provided mostly by Statements in Teacher materials Michigan Mathematics, Scott Foresman Addison Wesley, Grade 3, p. 468 * This work is based on the work of the STEM Project, Principal Investigator: Dr. Jack Smith, Michigan State University Project Team: Rachel Ayieko, Kuo-Liang Chang, Yi-Ling Cheng, Dan Clark, Leslie Dietiker, Hanna Figueras, FundaGönülateş, Pat Greeley, Jia He, Danny Johns, KoSze Lee, Lorraine Males, Aaron Mosier, Matt Pahl, Gulcin Tan Sisman (Middle East Technical University), Ashley Taglauer, Alexandria Theakston

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