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http://dx.doi.org/10.7468/jksmec.2021.24.4.203

Analysis of Learning Opportunities Provided in Elapsed Time Instruction: Focusing on Quantitative Objectification  

Han, Chaereen (Seoul Deungchon Elementary School)
Publication Information
Education of Primary School Mathematics / v.24, no.4, 2021 , pp. 203-216 More about this Journal
Abstract
Seeing the elapsed time as a quantity that can be measured is quite challenging for students while making students see it is also challenging for teachers. Tuning on these challenges, this article reports on what learning opportunities elementary teachers provide when they teach elapsed time focusing on quantitative objectification. I observed three mathematics classrooms where the elapsed time was taught by three elementary teachers and did a narrative analysis on the instructions. All three teachers utilized certain tools to support students access to the elapsed time as a quantity. They appropriated various quantitative attributes of the tool. In the case of the analog clock, one teacher tried to quantification the elapsed time with the number of minute hand's turning, while the other teacher indicated the distance of minute hand's moving. One teacher represented the elapsed time with the longitudinal attribute of the time band. Standing on the findings, the didactical implications of various attempts for quantitative objectification of the elapsed time implemented were discussed.
Keywords
elapsed time; quantity; learning opportunities; mathematics instruction;
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