A Study on Sixth Grade Students' Misconceptions and Errors in Spatial Measurement: Length, Area, and Volume

Date

2016-10-01

Author

TAN ŞİŞMAN, GÜLÇİN
Aksu, Meral

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The purpose of the present study was to portray students' misconceptions and errors while solving conceptually and procedurally oriented tasks involving length, area, and volume measurement. The data were collected from 445 sixth grade students attending public primary schools in Ankara, Turkiye via a test composed of 16 constructed-response format tasks. The findings revealed a wide range of misconceptions and errors such as "believing that all rulers are 30 cm long," "confusing area formula with perimeter formula," "believing a box has more than one surface area," "using the volume formula for surface area," "believing that ruler must be longer than the object measured," etc. These misconceptions and errors could be considered as the evidences indicating the sixth graders' lack of comprehension of the fundamental concepts of spatial measurement and their relationships and the procedures and formulas used for measuring length, area, and volume. The possible causes of such misconceptions and overcoming ways were also discussed.

Subject Keywords

Volume measurement, Spatial measurement, Procedural knowledge, Mathematical misconceptions, Length, Errors, Conceptual knowledge, Area

URI

https://hdl.handle.net/11511/31881

Journal

INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION

DOI

https://doi.org/10.1007/s10763-015-9642-5

Collections

Graduate School of Social Sciences, Article

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Citation Formats

G. TAN ŞİŞMAN and M. Aksu, “A Study on Sixth Grade Students’ Misconceptions and Errors in Spatial Measurement: Length, Area, and Volume,” INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION, pp. 1293–1319, 2016, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/31881.