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Learning to measure the area of composite shapes.

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Title: Learning to measure the area of composite shapes.
Authors: Lehmann, Timothy H.1 t2.lehmann@qut.edu.au
Source: Educational Studies in Mathematics. Mar2023, Vol. 112 Issue 3, p531-565. 35p.
Subject Terms: *Middle school students, *Classroom design & construction, *Mathematics education, *Academic achievement, *Student development, Area measurement
Abstract: Learning to calculate the area of composite shapes is an important application of area measurement but evidence suggests that many middle school students struggle to calculate the area of even simple composite shapes. In this article, I report the findings of a classroom design study conducted to investigate the collective development of strategies for measuring the area of composite shapes. I used the theory of strategy choice from an emergent perspective to analyze the collective strategy choice of two Year 8 mathematics classes (n = 31) and the findings revealed that the classes developed a repertoire of strategies to decompose the shapes, measure the area of the constituent shapes, and recompose those areas to calculate total area. The students used their strategies in flexible combinations in response to the varying features of the composite shapes presented and developed justifications to support their emerging adaptive strategy choice. [ABSTRACT FROM AUTHOR]
Copyright of Educational Studies in Mathematics is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Learning to calculate the area of composite shapes is an important application of area measurement but evidence suggests that many middle school students struggle to calculate the area of even simple composite shapes. In this article, I report the findings of a classroom design study conducted to investigate the collective development of strategies for measuring the area of composite shapes. I used the theory of strategy choice from an emergent perspective to analyze the collective strategy choice of two Year 8 mathematics classes (n = 31) and the findings revealed that the classes developed a repertoire of strategies to decompose the shapes, measure the area of the constituent shapes, and recompose those areas to calculate total area. The students used their strategies in flexible combinations in response to the varying features of the composite shapes presented and developed justifications to support their emerging adaptive strategy choice. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Studies in Mathematics is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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