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Direct linkCullen, Amanda; Eames, Cheryl L.; Cullen, Craig J.; Barrett, Jeffrey E.; Sarama, Julie; Clements, Douglas H.; Van Dine, Douglas W. – Journal for Research in Mathematics Education, 2018
We examine the effects of 3 interventions designed to support Grades 2-5 children's growth in measuring rectangular regions in different ways. We employed the microgenetic method to observe and describe conceptual transitions and investigate how they may have been prompted by the interventions. We compared the interventions with respect to…
Descriptors: Elementary School Students, Grade 2, Grade 3, Grade 4
Download full textO'Dell, Jenna R.; Barrett, Jeffrey E.; Cullen, Craig J.; Rupnow, Theodore J.; Clements, Douglas H.; Sarama, Julie; Rutherford, George; Beck, Pamela S. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2017
In this study, we investigated how Grade 3 and 4 students' organizational structure for volume units develops through repeated experiences with a virtual manipulative for building prisms. Our data consist of taped clinical interviews within a micro-genetic experiment. We report on student strategy development using a virtual manipulative for…
Descriptors: Grade 3, Grade 4, Elementary School Students, Elementary School Mathematics
Kara, Melike; Miller, Amanda L.; Cullen, Craig J.; Barrett, Jeffrey E.; Sarama, Julie; Clements, Douglas H. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2012
This paper describes a retrospective analysis of data collected during a 4-year longitudinal study on children's thinking about measurement through a teaching experiment methodology. It focuses on results from individual interviews with two students on volume measurement. Data analysis was guided by Sarama and Clements' (2009) learning trajectory…
Descriptors: Longitudinal Studies, Mathematics Instruction, Measurement, Interviews
Peer reviewedClements, Douglas H.; And Others – Educational Studies in Mathematics, 1996
Investigated development of turn and turn measurement concepts within a computer-based instructional unit. Written assessments, interviews, and interpretive case studies of third and fourth graders found that turns were less salient for children than forward and back motions; students evinced a progressive construction of imagery and concepts…
Descriptors: Case Studies, Computer Uses in Education, Concept Formation, Elementary Education
