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Interdisciplinary Mathematics-Physics Approaches to Teaching the Concept of Angle in Elementary School

[journal article]

MUNIER, Valérie; MERLE, Helene

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Please use the following Persistent Identifier (PID) to cite this document:http://nbn-resolving.de/urn:nbn:de:0168-ssoar-134438

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Abstract This study takes an interdisciplinary mathematics-physics approach to the acquisition of the concept of angle by children in grades 3 to 5. This paper first presents the theoretical framework we developed, then we analyze the concept of angle and the difficulties pupils have with it. Finally, we report three experimental physics-based teaching sequences tested in three classroom. We showed that at the end of each teaching sequence, the pupils had a good grasp of the concept of angle, they had truly appropriated the physics knowledge at play and many pupils are enable to successfully grasp new physics situations in which the angle plays a highly meaningful role. Using a physics framework to introduce angles in problem situations is then pertinent: by interrelating different spaces, pupils were able to acquire skills in the domains of mathematics, physics and modelling. In conclusion, we discuss the respective merits of each problem situations proposed.
Classification Primary Education Sector; Curriculum, Teaching, Didactics
Publication Year 2009
Page/Pages p. 1857-1895
Journal International Journal of Science Education, 31 (2009) 14
DOI http://dx.doi.org/10.1080/09500690802272082
Status Postprint; peer reviewed
Licence PEER Licence Agreement (applicable only to documents from PEER project)