![]() Students with limited understanding of the two concepts may fail to realize that it is possible to have rectangles with the same area but different perimeters as well as rectangles with the same perimeter but different areas.įrance Machaba, in his research about the misconceptions in the understanding of area and perimeter published in 2016 6, referred to multiple research studies in the field of mathematics education that have reported that the concepts of area and perimeter are a continual source of confusion for learners. Students encounter difficulties to relate multiplication arrays with the area of a rectangular figure. 5 Even though these particular test results are probably not enough to establish a solid conclusion about my students’ understanding of area and perimeter, there is a pattern in the way many students solve problems about area and perimeter. By the end of 5th grade in 2019, the same group of students scored 24 % below standard and only 27% above standard. At the end of 3rd grade, 7 % of the students performed below standard, and 66% of the students performed above standards. ![]() I also consulted the testing data available for the group of students that were in my 3rd-grade grade in 2017 and compared their performance in the area of Geometry and Measurement. ![]() In many cases, they assume that rectangular figures with the same perimeter must have the same area and vice versa. Students often confuse the concepts of area and perimeter when transitioning from the use of manipulatives to pictorial representations. In general, students encounter difficulties to relate multiplication arrays with the area of a rectangular figure. Rationaleĭuring this seminar Area, Perimeter, Volume and All That, I have had the opportunity of reflecting on my teaching practices regarding area and perimeter while thinking about what are the most frequent misconceptions that my students experience during their learning of this particular topic. The activities proposed in this unit allow students to construct their understanding of area and perimeter and to appreciate how they differ, with manipulatives and classes. 4 The goal of this unit is to develop a solid conceptual understanding of perimeter, and especially, area in my students. ![]() Through conceptual understanding, students also acquire the bases and ability to transfer their knowledge into new situations, apply it to new contexts, make connections, and reason with supporting arguments about unfamiliar problems. 3Ĭonceptual understanding is crucial for understanding mathematical ideas instead of just isolated facts and formulas. The close relationship between area measurement with other mathematical concepts, such as multiplication, surface area, and volume, makes area a critical component of the K–12 mathematics curriculum, but without a solid understanding of what area means, students face difficulty in understanding related concepts. Some students also confuse the concepts of area and perimeter because they experience difficulty understanding the differences between linear (one-dimensional) units and squared (two-dimensional) units or are unable to connect their everyday experience with area and perimeter to what they learn in the classroom. When teaching tends to focus on procedural understanding and the use of formulas rather than on the conceptual and relational knowledge, students learn to memorize formulas to “solve” problems without the proper understanding of the concepts. The measurement of area and perimeter are widely used in everyday life and can be exemplified with a variety of practical situations such as measuring the size of a room by talking about its floor area, or how much fence to put around a playground.Įven though examples of area and perimeter are present in many “real life” situations, learning about these concepts as part of the mathematics curriculum in elementary school can be confusing or challenging for some students. Weight, on the other hand, refers to the physical constitution of the body. 1 Length, area, and volume refer to the shape and extent of an object and might be called “geometric” attributes. Every object has different attributes that can be measured, such as length, area, volume, or weight. Measurement is about the methods we use to determine the size of things. A Pathway to Understanding Area and Perimeter by Lianne Aubert Sanfeliz Introduction
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