Research Information System
Hacettepe Egitim Dergisi, vol.33, no.2, pp.417-438, 2018 (Scopus)
In this study, it was investigated how students interpreted the area measurement, which strategies they used in solving area measurement problems and their levels of understanding the strategies. The data of the study were gathered from thirty-nine eighth-grade students studying in a public school of Ankara at the 2015-2016 academic year. The study data were collected via open-ended problems involved numerical area calculation problems, mathematical judgment problems and explanation problems and analyzed using content analysis. It has been determined that students interpreted area measurement building relations between area and perimeters, building relations between areas of geometric shapes, explaining when area show variety, and students used formulas, counting, multi-step strategies in solution process of area measurement problems. It was determined that student’s understanding levels were correct understanding, partial correct understanding and incorrect understanding. While students often prefer to use formulas in strategies, it has been noticed that some of them have used formulas unconsciously. Based on findings from the study, it has been determined that teachers should teach students what the formulas mean conceptually rather than memorizing formulas unconsciously during classroom practice.