Abstract
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 language | English |
|---|---|
| Pages (from-to) | 21-30 |
| Number of pages | 10 |
| Journal | The Japanese Journal of Educational Psychology |
| Volume | 39 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 1991 |
Keywords
- correct rule (ru)
- education of area
- mis-rule (ru)
- reconstruct
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology