기관회원 [로그인]
소속기관에서 받은 아이디, 비밀번호를 입력해 주세요.
개인회원 [로그인]

비회원 구매시 입력하신 핸드폰번호를 입력해 주세요.
본인 인증 후 구매내역을 확인하실 수 있습니다.

회원가입
서지반출
The role of units in the concept of length for four- to six-year-old children
[STEP1]서지반출 형식 선택
파일형식
@
서지도구
SNS
기타
[STEP2]서지반출 정보 선택
  • 제목
  • URL
돌아가기
확인
취소
  • The role of units in the concept of length for four- to six-year-old children
저자명
Johanna Zöllner,Christiane Benz
간행물명
Asia-Pacific journal of research in early childhood educationKCI
권/호정보
2015년|9권 3호(통권20호)|pp.67-83 (17 pages)
발행정보
환태평양유아교육연구학회|한국
파일정보
정기간행물|ENG|
PDF텍스트(1.33MB)
주제분야
유아교육학
서지반출

영문초록

The understanding of the unit is a key point in the development of the concept of length. The understanding of unit is necessary for measuring as well as for comparing indirectly by using unit iteration. This article describes a study that investigated the use of units by children when they were comparing lines indirectly. The correlations between different aspects of the use of units are examined: the understanding of units, the use of units for decomposing and for counting are investigated.

목차

Introduction
Results
Discussion and Conclusion
Acknowledgement
References

참고문헌 (22건)

  • Benz, C., Peter-Koop, A., & Grüßing, M. (2014). Frühe mathematische Bildung: Mathematiklernen der Drei- bis Achtjährigen. Berlin, Heidelberg: Springer Spektrum.
  • Boulton-Lewis, G. M., Wilss, L. A., & Mutch S. L. (1996). An analysis of young children´s strategies and use of devices for length measurement. Journal of Mathematical Behavior, 15, 329-347.
  • Bragg, P., & Outhred, L. (2001). So that´s what a centimetre looks like: Students` understanding of linear units. In M. van den Heuvel-Panhuizen (Ed.), Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 209-216). Utrecht.
  • Buys, K., & Moor, E. d. (2008). Domain description measurement. In M. van den Heuvel- Panhuizen & K. Buys (Eds.), Young children learn measurement and geometry: A learning-teaching trajectory with intermediate attainment targets for the lower grades in primary school. TAL-Projekt (pp. 15-36). Rotterdam, The Netherlands: Sense Publishers.
  • Castagnetti, M., & Vecchi, V. (2002). Schuh und Meter: Wie Kinder im Kindergarten lernen ; die Kinder und das Maß ; eine erste Annäherung an die Entdeckung, die Funktion und den Gebrauch des Maßes ; kommunale Krippen und Kindergärten von Reggio Emilia = Scarpa e metro. Weinheim: Beltz. Retrieved from http://www.gbv.de/dms/bsz/toc/ bsz102066027inh.pdf
  • Freudenthal, H. (1983). Didactical phenomenology of mathematical structures. Dordrecht, The Netherlands: Reidel Publishing Company.
  • Gasteiger, H. (2010). Elementare mathematische Bildung im Alltag der Kindertagesstätte: Grundlegung und Evaluation eines kompetenzorientierten Förderansatzes. Univ., Diss.-- München, 2010. Empirische Studien zur Didaktik der Mathematik: Bd. 3. Münster, Germany: Waxmann.
  • Hiebert, J. (1981). Cognitive development and learning linear measurement. Journal for Research in Mathematics Education 12, 197-211.
  • Hiebert, J. (1984). Why do some children have trouble learning measurement concepts? Arithmetic Teacher, 31, 19-24.
  • Kluge, S. (2000). Empirisch begründete Typenbildung in der qualitativen Sozialforschung. Retrieved from http://www.qualitative-research.net/
  • Lehrer, R. (2003). Developing Understanding of Measurement. In J. Kilpatrick, G. W. Martin, & D. Schifter (Eds.), A research companion to principles and standards for school mathematics (pp. 179-192). Reston, VA: National Council of Teachers of Mathematics.
  • Lorenz, J. H. (2004). Die Zahlen im Kopf - die Entwicklung von Rechenstrategien in der Grundschule. In Ministère de l'Èducation nationale de la Formation professionelle et des Sports (Ed.), Didaktik der Mathematik in der Primärschule (pp. 7-36).
  • Mayring, P. (2001). Kombination und Integration qualitativer und quantitativer Analyse. Retrieved from http://qualitative-research.net/fqs/fqs.htm
  • Mulligan, J. (2011). Towards understanding the origins of children’s difficulties in mathematics learning. Australian Journal of Learning Difficulties, 16, 19-39.
  • Nührenbörger, M. (2002). Denk- und Lernwege von Kindern beim Messen von Längen.: Theoretische Grundlegung und Fallstudien kindlicher Längenkonzepte im Laufe des 2. Schuljahres. Hildesheim: Franzbecker.
  • Nunes, T., Light, P., & Mason, J. (1993). Tools for thought: The measurement of length and area. Learning and Instruction, 3, 39-54.
  • Peter-Koop, A., & Nührenbörger, M. (2011). Größen und Messen. In G. Walther, M. van den Heuvel-Panhuizen, D. Granzer, & O. Köller (Eds.), Bildungsstandards für die Grundschule: Mathematik konkret. [Aufgabenbeispiele, Unterrichtsanregungen, Fortbildungsideen] ; mit CD-ROM (5th ed., pp. 89-117). Berlin: Cornelsen Verlag Scriptor GmbH&Co.KG.; Cornelsen Scriptor. Retrieved from http://edoc.huberlin. de/series/iqb/2011-3/PDF/3.pdf
  • Piaget, J., & Inhelder, B. (1974). Die natürliche Geometrie des Kindes. Stuttgart: Klett.
  • Schmidt, S., & Weiser, W. (1986). Zum Maßzahlverständnis von Schulanfängern. Journal für Mathematikdidaktik, 7(2/3), 121-154.
  • Steffe, L. P., & Hirstein, J. J. (1976). Children´s thinking in measurement situations. In D. Nelson & R. Reys (Eds.), Measurement in school mathematics: 1976 Yearbook (pp. 35- 59). Reston, VA: National Council of Teachers of Mathematics.
  • Stephan, M., & Clements, D. H. (2003). Linear and area measurement in Prekindergarten to Grade 2. In D. H. Clements & G. Bright (Eds.), Learning and teaching measurement: 2003 Yearbook (pp. 3-16). Reston, VA: National Council of Teachers of Mathematics.
  • Zöllner, J., & Benz, C. (2013). How four to six year old children compare length indirectly. Paper presented at the Eighth Congress of European Research in Mathematics Education (CERME8). Antalya - Turkey, 06.02.2013. Online: http://cerme8.metu. edu.tr/wgpapers/WG13/WG13_Zollner.pdf
구매하기 (4,600)
추천 연관논문