Understanding length × width × height with modified tasks. Issue 4 (18th May 2020)

• Record Type: Journal Article
• Authors: Hong, Dae S.; Runnalls, Cristina
• Is Part Of: International journal of mathematical education in science and technology. Volume 51:Issue 4(2020)
• Page Start: 614
• Page End: 625
• Publication Date: 2020-05-18
• Subjects: Geometery -- volume measurement -- textbooks -- conceptual understanding; Mathematics -- Study and teaching -- Periodicals; Mathematics -- Periodicals; 510.07
• DOI: 10.1080/0020739X.2019.1583383
• Languages: English
• ISSNs: 0020-739X

Abstract

Abstract : In this article, we describe one possible way to modify volume tasks in textbooks to promote conceptual understanding of the volume formula: length × width × height. From the results of previous studies regarding students' understanding of volume measurement, we identified three conceptual ideas key to understanding volume: filling three-dimensional space with equal-sized units, layer structure, and linking layer structure to the volume formula. Our examination of three popular US textbook series showed that these three conceptual ideas were not well-presented. We conclude with recommendations for one possible way to modify tasks to improve conceptually-based volume instruction.