Demystifying Area and Perimeter: A Practitioner's Guide to Strategies That Work

Autor/inn/en	King, Sarah; Rojo, Megan; Bryant, Diane Pedrotty
Titel	Demystifying Area and Perimeter: A Practitioner's Guide to Strategies That Work
Quelle	In: Intervention in School and Clinic, 58 (2023) 4, S.241-248 (8 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (King, Sarah) ORCID (Rojo, Megan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/10534512221093780
Schlagwörter	Mathematics Instruction; Geometric Concepts; Algebra; Manipulative Materials; Students with Disabilities; Learning Disabilities; Teaching Methods; Attention; Visual Aids; Relevance (Education) + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Elementare Geometrie; Hilfsmittel; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Aufmerksamkeit; Anschauungsmaterial; Relevance; Relevanz
Abstract	An understanding of concepts related to geometric measurement is considered to be critical to the development of individuals' mathematics knowledge. Specifically, the National Mathematics Advisory Panel's 2008 report listed the skills of area and perimeter as foundational for algebra readiness. Yet, this content knowledge continues to be an underdeveloped skill area for many school-age children and especially those with learning disabilities. This article provides educators with the following four strategies that are grounded in research and can be implemented during instruction on area and perimeter: (1) instruction using manipulatives; (2) focusing on salient variables within problems; (3) utilizing visual-chunking representations; and (4) incorporating contextualized scenarios and experiences. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01