Interdisciplinary Mathematics-Physics Approaches to Teaching the Concept of Angle in Elementary School

Journal article | Zeitschriftenartikel

This study takes an interdisciplinary mathematics-physics approach to the acquisition of the concept of angle by children in grades 3 to 5. This paper first presents the theoretical framework we developed, then we analyze the concept of angle and the difficulties pupils have with it. Finally, we report three experimental physics-based teaching sequences tested in three classroom. We showed that at the end of each teaching sequence, the pupils had a good grasp of the concept of angle, they had truly appropriated the physics knowledge at play and many pupils are enable to successfully grasp new physics situations in which the angle plays a highly meaningful role. Using a physics framework to introduce angles in problem situations is then pertinent: by interrelating different spaces, pupils were able to acquire skills in the domains of mathematics, physics and modelling. In conclusion, we discuss the respective merits of each problem situations proposed.

Angaben zum Objekt

• Umfang: Seite(n): 1857-1895
• Sprache: Englisch
• Anmerkungen: Status: Postprint; begutachtet (peer reviewed)

Verweise und Beziehungen

• Erschienen in: International Journal of Science Education, 31(14)

Klassifikation und Themen

• Thema: Bildung und Erziehung ; Primar- und Elementarbildung ; Bildungswesen Primarbereich ; Unterricht, Didaktik

Beteiligte, Orts- und Zeitangaben

• Ereignis: Geistige Schöpfung
• (wer): MUNIER, Valérie ; MERLE, Helene
• Ereignis: Veröffentlichung
• (wann): 2009

Weitere Informationen

• DOI: https://doi.org/10.1080/09500690802272082
• URN: urn:nbn:de:0168-ssoar-134438
• Rechteinformation: GESIS - Leibniz-Institut für Sozialwissenschaften. Bibliothek Köln
• Letzte Aktualisierung: 21.06.2024, 16:27 MESZ