Effects of an Intervention on Children’s Conceptions of Angle Measurement

Authors

  • Amanda Cullen Illinois State University
  • Craig Cullen Illinois State University
  • Wendy O'Hanlon Illinois Central College

Keywords:

Angle Measurement, Elementary Education

Abstract

In this article, we report on the findings of a study investigating the effects of an intervention designed to provide students in Grades 3–5 with opportunities to work with dynamic and static models of angles in a dynamic geometry environment. We utilized the microgenetic method in this cross-sectional study to observe and document changes in participating students’ conceptions of angle. Our results indicate that the intervention had a positive effect on all of the students’ terminology, third graders’ estimations of angle measures, and third and fourth graders’ drawings of obtuse angles. Sliders to vary the ray length, angle orientation, angle location, and angle openness had a positive effect on half of the participants in our study who struggled with misconceptions related to what effects the measure of an angle.

Author Biography

Amanda Cullen, Illinois State University

Amanda Cullen, PhD, is an assistant professor at Illinois State University. As a former middle school teacher in central Illinois, she currently teaches mathematics content and methods courses for undergraduate elementary and middle school education majors in the Mathematics Department. Dr. Cullen has written numerous articles on topics such as learning trajectories, the development of measurement concepts, and algebraic reasoning.She earned a bachelor of arts in elementary education from Millikin University, a master of science in mathematics from Illinois State University, and a doctorate of philosophy in mathematics education from Illinois State University. 

References

Cullen, A.L., Cullen, C.J., & O’Hanlon, W.A. (2018). Effects of an intervention on children’s conceptions of angle measurement. International Journal of Research in Education and Science (IJRES), 4(1), 136-147. DOI:10.21890/ijres.382941

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Published

2018-01-25

Issue

Vol 4, No 1 (2018)

Section

Articles

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