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Young children's understandings about "square" in 3D virtual reality microworlds

By Andy Yeh and Jennifer Hallam

Abstract

This paper reports an investigation of primary school children’s understandings about "square". 12 students participated in a small group teaching experiment session, where they were interviewed and guided to construct a square in a 3D virtual reality learning environment (VRLE). Main findings include mixed levels of "quasi" geometrical understandings, misconceptions about length and angles, and ambiguous uses of geometrical language for location, direction, and movement. These have implications for future teaching and learning about 2D shapes with particular reference to VRLE

Topics: 130208 Mathematics and Numeracy Curriculum and Pedagogy, 130306 Educational Technology and Computing, Spatial abilities, Geometry, Microworld, Semiotics, Virtual reality learning environment
Publisher: MERGA
Year: 2011
OAI identifier: oai:eprints.qut.edu.au:46617

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