Young Children's Composition of Geometric Figures: A Learning Trajectory

The purpose of this research is to chart the mathematical actions-on-objects young children use to compose geometric shapes. The ultimate goal is the creation of a hypothetical learning trajectory based on previous research, as well as instrumentation to assess levels of learning along the developme...

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Bibliographic Details
Published in:Mathematical thinking and learning 2004-04, Vol.6 (2), p.163-184
Main Authors: Clements, Douglas H., Wilson, David C., Sarama, Julie
Format: Article
Language:English
Subjects:
Action Research
Child Development
Cognitive ability
Cognitive Development
Concept formation
Developmental Stages
Early childhood education
Geometric Concepts
Geometric constructions
Geometry
Hypothetical learning trajectory (HLT)
Mathematics
Shapes
Young Children
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Summary:The purpose of this research is to chart the mathematical actions-on-objects young children use to compose geometric shapes. The ultimate goal is the creation of a hypothetical learning trajectory based on previous research, as well as instrumentation to assess levels of learning along the developmental progression underlying the trajectory. We tested both the developmental progression and the instrument through a series of studies, including formative studies (including action research by 8 teachers) and a summative study involving 72 children ages 3 to 7 years. Results provide strong support for the validity of the developmental progression's levels and suggest that children move through these levels of thinking in developing the ability to compose 2-dimensional figures. From lack of competence in composing geometric shapes, they gain abilities to combine shapes-initially through trial and error and gradually by attributes-into pictures, and finally synthesize combinations of shapes into new shapes (composite shapes).
ISSN:1098-6065
1532-7833
DOI:10.1207/s15327833mtl0602_5