References
- Ball, D., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407. https://doi.org/10.1177/0022487108324554
- Battista, M. (2004). Applying cognition-based assessment to elementary school students’ development of understanding of area and volume measurement. Mathematical Thinking and Learning, 6(2), 185–204. https://doi.org/10.1207/s15327833mtl0602_6
- Battista, M., & Clements, D. (1996). Students’ understanding of three-dimensional rectangular arrays of cubes. Journal for Research in Mathematics Education, 27(3), 258–292. https://doi.org/10.2307/749365
- Baturo, A., & Nason, R. (1996). Student teachers’ subject matter knowledge within the domain of area measurement. Educational Studies in Mathematics, 31(3), 235–268. https://doi.org/10.1007/bf00376322
- Curry, M., Mitchelmore, M., & Outhred, L. (2006, July 16–21). Development of children’s understanding of length, area, and volume measurement principles. Paper presented at the Thirtieth Annual Meeting of the International Group for the Psychology of Mathematics Education, Prague, Czech Republic.
- Hong, D. S., Choi, K. M., Runnalls, C., & Hwang, J. (2018). Do textbooks address known learning challenges in area measurement? A Comparative Analysis. Mathematics Education Research Journal, 30(3), 325–354. https://doi.org/10.1007/s13394-018-0238-6
- Hong, D. S., Choi, K. M., Runnalls, C., & Hwang, J. (2019). How well aligned are common core textbooks to students’ development in area measurement? School Science and Mathematics, 119(5), 240–254. https://doi.org/10.1111/ssm.12336
- Hong, D. S., & Runnalls, C. (2019). Filling in the Gaps. Teaching Children Mathematics, 25(5), 274–280. https://doi.org/10.5951/teacchilmath.25.5.0274
- Hong, D. S., & Runnalls, C. (2020). Understanding length × width × height with modified tasks. International Journal of Mathematical Education in Science and Technology, 51(4), 614–625. https://doi.org/10.1080/0020739X.2019.1583383
- Lane, C., O'Meara, N., & Walsh, R. (2019). Pre-service mathematics teachers’ use of the mathematics register. Issues in Educational Research, 29(3), 790–806.
- Mullis, I. V. S., Martin, M. O., Foy, P., & Arora, A. (2012). The TIMSS 2011 international results in mathematics. TIMSS & PIRLS International Study Center, Boston College.
- Murphy, C. (2012). The role of subject knowledge in primary prospective teachers’ approaches to teaching the topic of area. Journal of Mathematics Teacher Education, 15(3), 187–206. https://doi.org/10.1007/s10857-011-9194-8
- National Council of Teachers of Mathematics (NCTM). (2014). Principles to actions: Ensuring mathematical success for all.
- Runnalls, C., & Hong, D. S. (2019). “Well, they understand the concept of area”: Pre-service teachers’ responses to student area misconceptions. Mathematics Education Research Journal. https://doi.org/10.1007/s13394-019-00274-1
- Runnalls, C., & Hong, D. S. (2020). Half the base or half the height?: Exploring a student’s justification of 1/2 × base × height. International Journal of Mathematical Education in Science and Technology, 51(4), 604–613. https://doi.org/10.1080/0020739X.2019.1576928
- Sarama, J., & Clements, D. (2009). Early childhood mathematics education research: Learning trajectories for young children. Routledge.
- Smith, J. P., Males, L. M., & Gonulates, F. (2016). Conceptual limitations in curricular presentations of area measurement: One nation’s challenges. Mathematical Thinking and Learning, 18(4), 239–270. https://doi.org/10.1080/10986065.2016.1219930
- Tekin-Sitrava, R., & Isiksal-Bostan, M. (2016). The nature of middle school mathematics teachers’ subject matter knowledge: TheCase of volume of prisms. International Journal of Educational Sciences, 12(1), 29–37. https://doi.org/10.1080/09751122.2016.11890409
- Tekin-Sitrava, R., & Isiksal-Bostan, M. (2018). The nature of middle school mathematics teachers’ pedagogical content knowledge: The case of the volume of prisms. Australian Mathematics Teacher, 74(1), 22–30.
- Vasilyeva, M., Ganley, C. M., Casey, B. M., Dulaney, A., Tillinger, M., & Anderson, K. (2013). How children determine the size of 3D structures: Investigating factors influencing strategy choice. Cognition and Instruction, 31(1), 29–61. https://doi.org/10.1080/07370008.2012.742086
- Zacharos, K. (2006). Prevailing educational practices for area measurement and students’ failure in measuring areas. The Journal of Mathematical Behavior, 25(3), 224–239. https://doi.org/10.1016/j.jmathb.2006.09.003