Translating units coordination to units of length and area: a case study of undergraduate interior design students.
Saved in:
| Title: | Translating units coordination to units of length and area: a case study of undergraduate interior design students. |
|---|---|
| Authors: | Zwanch, Karen1 (AUTHOR) karen.zwanch@okstate.edu, Carter, Heather Carlile2 (AUTHOR), Davenport, Jianna3 (AUTHOR) |
| Source: | Research in Mathematics Education. Dec2024, Vol. 26 Issue 3, p407-424. 18p. |
| Subject Terms: | *Design students, *Mathematics education, Interior decoration, Undergraduate education, Units of measurement |
| Abstract: | This case study investigated the relationship between five undergraduate interior design students' reasoning with numerical units and reasoning about length and area. The multiplicative concepts frame participants' coordination of numerical units. Differences were found between participants' reasoning about length and area, based on their multiplicative concept. Specifically, participants who had constructed more sophisticated multiplicative concept stages fluidly coordinated centimetres within inches on a ruler, and leveraged the coordination of numerical units to represent the relationship between two square units as a ratio. In contrast, participants who had constructed less sophisticated multiplicative concept stages struggled to coordinate centimetres within inches on a ruler, and did not reason about the ratio between two areas. These results contribute by illustrating the ways undergraduates reason about length and area, building on literature related to younger students' difficulties with length and area, and filling a noted gap about the relationship between numerical units and area. [ABSTRACT FROM AUTHOR] |
| Copyright of Research in Mathematics Education is the property of Taylor & Francis Ltd 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 |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | This case study investigated the relationship between five undergraduate interior design students' reasoning with numerical units and reasoning about length and area. The multiplicative concepts frame participants' coordination of numerical units. Differences were found between participants' reasoning about length and area, based on their multiplicative concept. Specifically, participants who had constructed more sophisticated multiplicative concept stages fluidly coordinated centimetres within inches on a ruler, and leveraged the coordination of numerical units to represent the relationship between two square units as a ratio. In contrast, participants who had constructed less sophisticated multiplicative concept stages struggled to coordinate centimetres within inches on a ruler, and did not reason about the ratio between two areas. These results contribute by illustrating the ways undergraduates reason about length and area, building on literature related to younger students' difficulties with length and area, and filling a noted gap about the relationship between numerical units and area. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 14794802 |
| DOI: | 10.1080/14794802.2022.2160801 |
