Rationale on Measure
A Rationale on the concepts and misconceptions of an area and how, as a teacher, I can progress children’s understanding
Introduction
I chose to develop a Medium Term Plan (MTP) to study area with a year five class. The reason for choosing area was because I was surprised on placement how many children did not grasp immediately that the area did not change when the shape changed and I found this extremely challenging to overcome. By looking into the subject more deeply, I thought I would find ways to challenge these misconceptions.
Key Concepts and Misconceptions of Area
When defining area, Koshy et al (2000) discuss that it is a two dimensional concept and relies on comparison with a square due to measures of area being in centimetres squared (cm2) or metres squared (m2). Due to the nature of these measurements, it is easy to see why children misconstrue these concepts. The National Numeracy Strategy requires that teachers 'identify mistakes, using them as positive teaching points by talking about them and any misconceptions that led to them ' (DCSF, 2006). When teaching children, it is not enough for them to simply be told that something is wrong. They must be given an opportunity to change these misconceptions by revising their ideas and concepts in a particular topic.
When looking at the conservation of area in particular shapes, Hansen (2011) discusses how children believe that children look at an amount of space a shape takes up, the more the surface area. This can be seen when looking at a parallelogram rather than a rectangle. When asked which shape has the greater area, most children will point out that the parallelogram has the greater area even though they are the same.
Another misconception is looking at the relationship between length and area. Hansen (2011) writes that if children are asked what would happen to the area of a rectangle if the length and width were doubled, some could assume that the area will be doubled. The
Introduction
I chose to develop a Medium Term Plan (MTP) to study area with a year five class. The reason for choosing area was because I was surprised on placement how many children did not grasp immediately that the area did not change when the shape changed and I found this extremely challenging to overcome. By looking into the subject more deeply, I thought I would find ways to challenge these misconceptions.
Key Concepts and Misconceptions of Area
When defining area, Koshy et al (2000) discuss that it is a two dimensional concept and relies on comparison with a square due to measures of area being in centimetres squared (cm2) or metres squared (m2). Due to the nature of these measurements, it is easy to see why children misconstrue these concepts. The National Numeracy Strategy requires that teachers 'identify mistakes, using them as positive teaching points by talking about them and any misconceptions that led to them ' (DCSF, 2006). When teaching children, it is not enough for them to simply be told that something is wrong. They must be given an opportunity to change these misconceptions by revising their ideas and concepts in a particular topic.
When looking at the conservation of area in particular shapes, Hansen (2011) discusses how children believe that children look at an amount of space a shape takes up, the more the surface area. This can be seen when looking at a parallelogram rather than a rectangle. When asked which shape has the greater area, most children will point out that the parallelogram has the greater area even though they are the same.
Another misconception is looking at the relationship between length and area. Hansen (2011) writes that if children are asked what would happen to the area of a rectangle if the length and width were doubled, some could assume that the area will be doubled. The
Bibliography: DCFS. (2006). Year 5 Progression in Mathematics. Available: http://webarchive.nationalarchives.gov.uk/20110809091832/teachingandlearningresources.org.uk/collection/4863. Last accessed 9th April 2013. DCFS. (2006). Year 6 Progression in Mathematics. Available: http://webarchive.nationalarchives.gov.uk/20110809091832/teachingandlearningresources.org.uk/collection/7990. Last accessed 9th April 2013. DCFS (2006) Primary Framework for literacy and mathematics London: QCA DfEE, (1999) Mathematics, the National Curriculum for England, London: DfEE Hansen, A., (2008) Primary Mathematics: Extending knowledge in Practice, Exeter: Learning Matters. Haylock, D Haylock, D. & F. Thanagata, (2007) Key Concepts in Teaching Primary Mathematics, London: SAGE. Koshy, V Mooney, C. (2007) Primary Mathematics: Teaching theory and practice, Exeter: Learning Matters.