Abstract
This study focused on analyzing the understanding of relationship between perimeter and area of the quadrilateral by 97 sixth grade students that learned perimeters and areas of polygons. To do this, a paper and pencil test consisting of four questions that contain the relationship between perimeter and area was conducted. The results for this study were analyzed by frameworks. As per the results, students had errors about the concept of the relationship between perimeters and areas in quadrilaterals. The levels of the students’ justification mainly correspond to the experiential, comprehensive, and deductive ones. The types of students’ errors were classified as the errors of [same A-same B] or [increase A-increase B] between perimeter and area of the quadrilateral, hasty generalization, visual judgment, and illogical development. Based on the results of the analysis, some significant implications for the teaching of relationship between perimeter and area in school education field were derived.
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Schedule a callMore From: The Korean Society of Educational Studies in Mathematics - Journal of Educational Research in Mathematics
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