71 undergraduate majors in elementary education were given a task to assess their understanding of perimeter and area. Examination of responses indicated students' understanding of perimeter and area is very formula-based and their misunderstandings are often based on applying area calculation strategies to a perimeter calculation problem.
Get full access to this article
View all access options for this article.
References
1.
Mathematical Association of America. (1991) A call for change: Recommendations for the mathematical preparation of teachers of mathematics.Washington, DC: Author.
2.
National Council of Teachers of Mathematics. (2000) Principles and standards for school mathematics.Reston, VA: Author.
3.
ReinkeK. S. (1997) Area and perimeter: Preservice teachers' confusion. School Science and Mathematics, 97, 75–77.
TallD. (1995) Cognitive growth in elementary and advanced mathematical education. In MeiroL. & CarraherD. (Eds.), Proceedings of the 19th International Conference for the Psychology of Mathematics Education.Sao Paulo, Brazil: Atual Editora Ltda. Pp. 61–75.
6.
Van de WalleJ. A. (1994) Elementary school mathematics: Teaching developmentally.New York: Longman.
