Effects of mis-rules on area learning in schoolchildren

Yoshifumi Kudo, Hideaki Shirai

Research output: Contribution to journalArticlepeer-review

5 Citations (Scopus)


The purpose of this study was to investigate the effects of learners’ existing mis -rules (ru) on area learning. It was inferred that schoolchildren had a ru that “if the perimeter of a figure is longer, the area of it is larger” (perimeter-rū). The relations between the presence of this ru and the existent education of area were researched. The results were : (i) More than fifty percent of the children in each grade judged areal size in terms of the ru. (ii) The percentage of the rū-response rapidly increased after area learning. These results suggested that (a) the present education of area could not reconstruct the perimeter-rū to the correct rule (ru), and (b) rather, might strengthen misjudgments caused by the perimeter-rū.

Original languageEnglish
Pages (from-to)21-30
Number of pages10
JournalThe Japanese Journal of Educational Psychology
Issue number1
Publication statusPublished - 1991


  • correct rule (ru)
  • education of area
  • mis-rule (ru)
  • reconstruct

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


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