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The effect of using investigative tasks on primary pupils' mathematical understanding of volume
Author
Chua, Elaine Isabelle Ee Ling
Supervisor
Yap, Sook Fwe
Abstract
This study attempts to investigate the type of difficulties which pupils face in learning volume and what teachers could do to facilitate and develop pupils’ conceptual understanding of volume. The primary aim was to find out how a teacher, through the use of investigative tasks and concrete materials, can develop conceptual understanding of volume in forty primary four pupils who are from a neighbourhood school. The secondary aim was to supplement teachers with sample investigative tasks so that they can incorporate some of the activities in the teaching and learning of volume.
Conceptual understanding of volume as defined in this study comprises three components, namely, (a) interpretation of isometric representations of cube configurations and visualization and enumeration of hidden cubes in cube configurations, (b) visualization and enumeration of hidden cubes in cube arrays and spatially structuring cube arrays and (c) systematically filling up rectangular boxes with cubes and determining the relationship between the number of cubes that fill a rectangular box and the dimensions of the box.
Errors made by pupils were analyzed and the effect of instruction on pupils’ performance assessed. The findings of the study indicated that the investigative tasks designed for the study led to improved conceptual understanding of volume in a of forty pupils, as measured by the Pretest and Posttest.
Since there is a worldwide reform to shift mathematics curricular goals from one that emphasizes acquisition of computation skills to one that emphasizes conceptual understanding, it is hoped that teachers understand landmarks in the progression of pupils’ learning and adapt certain pedagogical strategies to meet pupils’ learning needs.
Conceptual understanding of volume as defined in this study comprises three components, namely, (a) interpretation of isometric representations of cube configurations and visualization and enumeration of hidden cubes in cube configurations, (b) visualization and enumeration of hidden cubes in cube arrays and spatially structuring cube arrays and (c) systematically filling up rectangular boxes with cubes and determining the relationship between the number of cubes that fill a rectangular box and the dimensions of the box.
Errors made by pupils were analyzed and the effect of instruction on pupils’ performance assessed. The findings of the study indicated that the investigative tasks designed for the study led to improved conceptual understanding of volume in a of forty pupils, as measured by the Pretest and Posttest.
Since there is a worldwide reform to shift mathematics curricular goals from one that emphasizes acquisition of computation skills to one that emphasizes conceptual understanding, it is hoped that teachers understand landmarks in the progression of pupils’ learning and adapt certain pedagogical strategies to meet pupils’ learning needs.
Date Issued
2006
Call Number
QA135.6 Chu
Date Submitted
2006