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A study on primary grade students’ errors when using rulers

T.Mukunthan & P.Seneviratne

Dept. Early Childhood and Primary Education,

The Open University of Sri Lanka,

11.12.20111

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Outline of the presentation

• Introduction

• Problem

• Objectives

• Sample

• Methodology

• Findings & Conclusions•

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IntroductionMeasuring the

length using the

ruler is an important

skill to the students

and the general public.

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Introduction

People are measuring the length of the objects several times in their day to day life.

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Introduction (Con…)Sri Lankan Primary Mathematics syllabi consist of six main topics –• Numbers,• Mathematical Operations,( +, -, x, / ) •Measurement (length, weight, time, •Money, •Space and Shapes,•Data Handling. 5

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Introduction (Con…)Out of these topics

measurement consists

the following sub topics:

(i) length and distance

(ii) weight

(iii) Capacity and volume

(iv)Time

(v) Area.6

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Introduction (Con…) Idea of length starts with• Comparing two lengths in Grade 1 (6 years)

it develops as• measuring and comparing a length with an

arbitrary unit•measuring the given lengths using an

arbitrary unit, comparing and ordering them

in Grade 2,7

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Introduction (Con…) Introducing the concept of• standard measuring units, • estimating a length in metre •measuring a length in metre and in

centimeter

start in Grade 3.

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Introduction (Con…)• estimating and measuring in

metre or centimeter, • Introducing standard

symbols - m and cm • Addition and subtraction

involving metre and

centimeter in

Grade 49

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Introduction (Con…)

• Introducing millimeter.

• A simple calculation in length,

• Involving the four mathematical

operations

starts in Grade 5.10

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Problem

• In-service advisors, primary teachers and parents have noted that, the primary school children are unable to measure the length using ruler perfectly.

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Objective

• Identify the errors in measuring length using ruler in primary school children.

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Sample• The sample was selected from Grade 4 in

four 1 AB type Tamil medium schools in Colombo Education Zone

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1AB schools Boys Girls Total

School 1 28 26 54

School 2 28 26 54

School 3 28 26 54

School 4 28 26 54

Total 112 104 216

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Methodology

• The researcher asked the children to measure the length or height of following:• pencil,• edge of a box,• width of class room window,• height of students’ chair • distance between two given points.

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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 measuring identical objects. • The students were interviewed to identify

the reasons for making such errors. 15

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The following types of errors were identified• (i) The children start to measure from 1cm instead of 0 cm (24%)

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types of errors

• (ii) The children have failed to measure in parallel direction (27%)

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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%)

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types of errors

(iv). The children have failed to mark accurately before moving the ruler along when measuring lengths longer than the ruler(14%)

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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%)

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Summary & recommendation

• There were five main types of errors identified in measuring the length using the ruler.• The teachers, In-services Advisors and

the Curriculum Developers have to consider the finding of this study when they teach or develop the curriculum

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Suggestions1. Teacher to be trained in measuring

length ,height using ruler during work shop

2. Students work have to monitored by the ISA and give feedback

3. The concept of correct usage of ruler also should be included in summative and formative evaluation time. 22

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Thank

You23