4- to 6-Year-Old Children's Conceptual Understanding of the Geometrical Term Quadrangle

Autor(en): Unterhauser, Elisabeth
Gasteiger, Hedwig 
Stichwörter: ACHIEVEMENT; concept formation; early mathematics education; Education & Educational Research; geometry; preschool; quadrangle; SHAPE
Erscheinungsdatum: 2018
Herausgeber: HOGREFE & HUBER PUBLISHERS
Journal: FRUHE BILDUNG
Volumen: 7
Ausgabe: 3
Startseite: 152
Seitenende: 158
Zusammenfassung: 
Numerous results are available in early mathematics education concerning arithmetical competence, but less detailed research is carried out regarding the development of geometrical competence. A study conducted with 120 children (aged between 4 and 6 years) that investigates the understanding of the concept of triangle and quadrangle contributed toward filling this gap. This article reports the findings of a substudy in which the children were asked to identify quadrangles out of 13 shapes. There was no significant relationship between age and shape identification. Children were significantly better in identifying prototypical quadrangles, for example, a square, than atypical ones, for example, a rhombus. Additionally, mathematically irrelevant attributes such as aspect ratio, angle, or orientation of the shape influenced the identifications.
ISSN: 21919186
DOI: 10.1026/2191-9186/a000382

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