You are not currently logged in.
Access JSTOR through your library or other institution:
Elapsed Time: Why is it So Difficult to Teach?
Constance Kamii and Kelly A. Russell
Journal for Research in Mathematics Education
Vol. 43, No. 3 (May 2012), pp. 296-315
Published by: National Council of Teachers of Mathematics
Stable URL: http://www.jstor.org/stable/10.5951/jresematheduc.43.3.0296
Page Count: 20
You can always find the topics here!Topics: Children, Mathematics education, Grade levels, Coordinate systems, Child psychology, Mathematics, Headway, Educational research, Textbooks, Child development
Were these topics helpful?See somethings inaccurate? Let us know!
Select the topics that are inaccurate.
Preview not available
Based on Piaget's theory of logico-mathematical knowledge, 126 students in grades 2–5 were asked 6 questions about elapsed time. The main reason found for difficulty with elapsed time is children's inability to coordinate hierarchical units (hours and minutes). The educational implications drawn are that students must be encouraged to think about durations in daily living and to do their own thinking rather than being taught procedures for producing correct answers to elapsed-time questions.
Copyright 2012 National Council of Teachers of Mathematics, Inc.