Your SlideShare is downloading. ×
0
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

# Ruler senevi 1

340

Published on

A Study on Primary grade students' errors when using rulers,paper presented at National conference on Regional Development 2011 at South Eastern University of Sri Lanka

A Study on Primary grade students' errors when using rulers,paper presented at National conference on Regional Development 2011 at South Eastern University of Sri Lanka

Published in: Education
0 Comments
0 Likes
Statistics
Notes
• Full Name
Comment goes here.

Are you sure you want to Yes No
Your message goes here
• Be the first to comment

• Be the first to like this

No Downloads
Views
Total Views
340
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
2
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

### Transcript

1. A study on primary gradestudents’ errors when using rulers Faculty of Education-OUSL T.Mukunthan & P.Seneviratne Dept. Early Childhood and Primary Education, The Open University of Sri Lanka, 11.12.2011 1
2. Outline of the presentation• Introduction• Problem Faculty of Education-OUSL• Objectives• Sample• Methodology• Findings & Conclusions 2•
3. IntroductionMeasuring thelength using theruler is an important Faculty of Education-OUSLskill to the studentsand the general public. 3
4. IntroductionPeople are measuring the length of the objects several times in their day to day life. Faculty of Education-OUSL 4
5. Introduction (Con…)Sri Lankan Primary Mathematicssyllabi consist of six main topics –• Numbers, Faculty of Education-OUSL• Mathematical Operations,( +, -, x, / )• Measurement (length, weight, time,• Money,• Space and Shapes, 5• Data Handling.
6. Introduction (Con…)Out of these topics measurement consiststhe following sub topics: Faculty of Education-OUSL (i) length and distance (ii) weight(iii) Capacity and volume (iv)Time 6(v) Area.
7. Introduction (Con…) Idea of length starts with• Comparing two lengths in Grade 1 (6 years) it develops as Faculty of Education-OUSL• measuring and comparing a length with an arbitrary unit• measuring the given lengths using an arbitrary unit, comparing and ordering themin Grade 2, 7
8. Introduction (Con…) Introducing the concept of• standard measuring units,• estimating a length in metre• measuring a length in metre and in Faculty of Education-OUSL centimeterstart in Grade 3. 8
9. Introduction (Con…)• estimating and measuring in metre or centimeter,• Introducing standard Faculty of Education-OUSLsymbols - m and cm• Addition and subtraction involving metre and centimeter in Grade 4 9
10. Introduction (Con…)• Introducing millimeter.• A simple calculation in length, Faculty of Education-OUSL• Involving the four mathematical operations 10starts in Grade 5.
11. Problem• In-service advisors, primary teachers and parents have noted that, the primary school children Faculty of Education-OUSL are unable to measure the length using ruler perfectly. 11
12. Objective• Identify the errors in measuring length using ruler in primary school Faculty of Education-OUSL children. 12
13. Sample • The sample was selected from Grade 4 in four 1 AB type Tamil medium schools in Colombo Education Zone1AB schools Boys Girls Total Faculty of Education-OUSLSchool 1 28 26 54School 2 28 26 54School 3 28 26 54School 4 28 26 54 13Total 112 104 216
14. Methodology• The researcher asked the children to measure the length or height of following:• pencil, Faculty of Education-OUSL• edge of a box,• width of class room window,• height of students’ chair• distance between two given points. 14
15. Methodology• After the measure the length or height they were asked to write those on a paper.• The children return with lots of different answers even though they were Faculty of Education-OUSL measuring identical objects.• The students were interviewed to identify the reasons for making such errors. 15
16. The following types of errorswere identified• (i) The children start to measure from 1cm instead of 0 cm (24%) Faculty of Education-OUSL 16
17. types of errors• (ii) The children have failed to measure in parallel direction (27%) Faculty of Education-OUSL 17
18. types of errors(iii) The children start to measure from the edge of the ruler ( when zero does not start at the end of the ruler which they are using) (33%) Faculty of Education-OUSL 18
19. types of errors(iv). The children have failed to mark accurately before moving the ruler along when measuring lengths longer than the ruler(14%) Faculty of Education-OUSL 19
20. types of errors(v) The children have read the number from the other edge of the ruler when it has scales on both edges (processing in different directions) (2%) Faculty of Education-OUSL 20
21. Summary & recommendation• There were five main types of errors identified in measuring the length using the ruler. Faculty of Education-OUSL• The teachers, In-services Advisors and the Curriculum Developers have to consider the finding of this study when they teach or develop the curriculum 21
22. Suggestions1. Teacher to be trained in measuring length ,height using ruler during work shop2. Students work have to monitored by Faculty of Education-OUSL the ISA and give feedback3. The concept of correct usage of ruler also should be included in summative and formative evaluation time. 22
23. You Thank Faculty of Education-OUSL23