Difficulties students have when dealing with measurement concepts Term Paper

Difficulties students expect when dealing with measurement concepts (length, atomic number 18a, volume, regard as (m angiotensin converting enzymey), fee and time - Term Paper ExampleThis necessitates the development of understandings based on the estimation and measurements of these attributes as soundly as, their existing interrelationships, additionally, the units and conventions related to the measurements and recordings on elapses of time and its duration is inborn (Ser, Journeaux, and Larcher, 1993). Having in mind, measurement requires that students should be commensurate to develop dexterity in the application of the various measuring instruments. Additionally, sound understanding of use of tout ensemble numbers and decimal number numerations and competency when using mathematical processes such as counting is essential (Barge, 2012). Notably, making sense of measurements necessitates that students need to formulate mind pictures and personal referents for different m easures to assist in the estimation. However, enquiry has indicated that students often experience problems involving different measures (Barge, 2012). Intriguing is the fact that students experience such problems and yet measurement is one of the most widely taught and relevant in all aspects of the curriculum. As noted, what makes measurement so difficult to student, and what notify be done in order to help students master the concepts and skills which would be instrumental in ensuring increase in this field? This paper seeks to investigate the problems experienced by students in concepts of measurement involving length, volume, area value or money angle and time. In order to identify the problems faced by students in matters involving measurement, it is necessity that we all understand what measurement is all about. As Kamil and Clark, (1997) explains, measurement is a number which indicates a similarity between the attributes of the object under measurement and the same attr ibutes of a given unit of measure. Often students are poorly informed on the on the differences between square, linear, and cubic centimeters. In early years, students have been inform of having difficulties in understanding that length remains the same when an object is moved to a different military position either vertically or horizontally, or that volume also remains the same for a given quantity of water regardless of whether the container used is wide, short, tall and narrow. Similarly, students have experienced problems in comprehending that masses of a given objects remains unchanged irrespective of whether there is a change in the shape of the object. Students have been account of having experienced problems since they confuse it with size, volume or quantity (Kamil, and Clark, 1997). Most common, the misconception that if an object is large then, it has a high mass is widespread amongst students. This often occur when the judgments are made based on the band rather th an on the feel. For instance, students often think that a tennis bunch s much heavier than a golf ball since it physically appears to be larger than the golf ball. In relation to quantity, students have been reported of imaging that two foam balls are much heavier than a soccer ball since it appears that foam ball are many as compared to one soccer ball. Indeed, conservation is a concept that needs to be introduced in the classrooms if students are to effectively solve measurement problems. Additionally, students need many opportunities in order to defeat the impenetrability which seems to surround