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Mathematical Thinking and Learning Volume 18, 2016 - Issue 4
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Articles

Conceptual Limitations in Curricular Presentations of Area Measurement: One Nation’s Challenges

John P. Smith IIIMichigan State UniversityCorrespondence[email protected]
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Lorraine M. MalesMichigan State UniversityView further author information
&
Funda GonulatesMichigan State UniversityView further author information
Pages 239-270 | Published online: 10 Oct 2016

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Sofía Caviedes Barrera, Genaro de Gamboa & Edelmira Rosa Badillo Jiménez. (2023) Mathematical objects that configure the partial area meanings mobilized in task-solving. International Journal of Mathematical Education in Science and Technology 54:6, pages 1092-1111.
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Dae S. Hong & Cristina Runnalls. (2021) Is it the width, the height, or the length?: pre-service teachers’ responses to a volume task. International Journal of Mathematical Education in Science and Technology 52:3, pages 477-490.
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Dae S. Hong & Cristina Runnalls. (2020) Understanding length × width × height with modified tasks. International Journal of Mathematical Education in Science and Technology 51:4, pages 614-625.
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Cristina Runnalls & Dae S. Hong. (2020) Half the base or half the height?: Exploring a student’s justification of ½ × base × height. International Journal of Mathematical Education in Science and Technology 51:4, pages 604-613.
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Amanda L. Cullen & Jeffrey E. Barrett. (2020) Area measurement: structuring with nonsquare units. Mathematical Thinking and Learning 22:2, pages 85-115.
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Marta Kobiela & Richard Lehrer. (2019) Supporting dynamic conceptions of area and its measure. Mathematical Thinking and Learning 21:3, pages 178-206.
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Dae S. Hong & Kyong Mi Choi. (2018) A comparative analysis of linear functions in Korean and American standards-based secondary textbooks. International Journal of Mathematical Education in Science and Technology 49:7, pages 1025-1051.
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Articles from other publishers (21)

Zeynep ÇAVUŞ ERDEM. (2023) Investigation of Secondary School Students' Area Measurement Knowledge and SkillsOrtaokul Öğrencilerinin Alan Ölçme Bilgi ve Becerilerinin İncelenmesi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi 17, pages 342-370.
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Dae S. Hong. (2023) How do students learn definite integrals? Exploring students' learning opportunities. School Science and Mathematics.
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Mehmet Ceylan & Durmuş Aslan. (2023) The effect of learning trajectories-based coding education program on preschoolers’ mathematical measurement skills. Education and Information Technologies.
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Dae S. Hong. (2022) Examining Opportunities to Learn Limit in Widely Used Calculus Textbooks. International Journal of Science and Mathematics Education 21:3, pages 881-898.
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Robert Schoen, Ian Whitacre & Zachary Champagne. (2023) Word Problem Performance of U.S. First Graders in the 20th Century and Common Core Era. Journal for Research in Mathematics Education 54:1, pages 24-42.
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Timothy H. Lehmann. (2022) Learning to measure the area of quadrilaterals through decomposition and recomposition. The Journal of Mathematical Behavior 66, pages 100952.
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Megan H. Wickstrom. (2022) Developing Preservice Teachers’ Understanding of Area Through a Units Intervention. Mathematics Teacher Educator 10:2, pages 143-170.
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Hafiz Idrus, Suzieleez Syrene Abdul Rahim & Hutkemri Zulnaidi. (2022) Conceptual knowledge in area measurement for primary school students: A systematic review. STEM Education 2:1, pages 47.
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Rebecca Seah & Marj Horne. (2021) Developing reasoning within a geometric learning progression: Implications for curriculum development and classroom practices. Australian Journal of Education 65:3, pages 248-264.
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Darrell Earnest & John Chandler. (2021) Making Time: Words, Narratives, and Clocks in Elementary Mathematics. Journal for Research in Mathematics Education 52:4, pages 407-443.
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Corey Brady & Richard Lehrer. (2020) Sweeping Area across Physical and Virtual Environments. Digital Experiences in Mathematics Education 7:1, pages 66-98.
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T Trimurtini, T R Safitri, E F Sari & N Nugraheni. (2020) The effectivity of contextual teaching and learning (CTL) approach with Geoboard media on mathematics learning for four-grade elementary students. Journal of Physics: Conference Series 1663:1, pages 012050.
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Rebecca Tock Kuan Seah & Marj Horne. (2020) The influence of spatial reasoning on analysing about measurement situations. Mathematics Education Research Journal 32:2, pages 365-386.
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Dae S. Hong & Cristina Runnalls. (2020) Examining preservice teachers' responses to area conservation tasks. School Science and Mathematics 120:5, pages 262-272.
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Cheryl L. Eames, Jeffrey E. Barrett, Craig J. Cullen, George Rutherford, David Klanderman, Douglas H. Clements, Julie Sarama & Douglas W. Van Dine. (2020) Examining and developing fourth grade children’s area estimation performance. School Science and Mathematics 120:2, pages 67-78.
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Megan H. Wickstrom & Cynthia W. Langrall. (2018) The case of Mrs. Purl: Using a learning trajectory as a tool for teaching. Journal of Mathematics Teacher Education 23:1, pages 97-125.
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Dae S. Hong, Kyong Mi Choi, Cristina Runnalls & Jihyun Hwang. (2019) How well aligned are common core textbooks to students’ development in area measurement?. School Science and Mathematics 119:5, pages 240-254.
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C R Hidayat, R Rosjanuardi & D Juandi. (2019) Epistemological obstacle on the topic of triangle and quadrilateral. Journal of Physics: Conference Series 1157, pages 042110.
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Dae S. Hong, Kyong Mi Choi, Cristina Runnalls & Jihyun Hwang. (2018) Do textbooks address known learning challenges in area measurement? A comparative analysis. Mathematics Education Research Journal 30:3, pages 325-354.
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Douglas H. Clements, Julie Sarama, Douglas W. Van Dine, Jeffrey E. Barrett, Craig J. Cullen, Aaron Hudyma, Ron Dolgin, Amanda L. Cullen & Cheryl L. Eames. (2018) Evaluation of three interventions teaching area measurement as spatial structuring to young children. The Journal of Mathematical Behavior 50, pages 23-41.
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Megan H. Wickstrom, Elizabeth W. Fulton & Mary Alice Carlson. (2017) Pre-service elementary teachers’ strategies for tiling and relating area units. The Journal of Mathematical Behavior 48, pages 112-136.
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