Students’ understanding of three-dimensional cube arrays: Findings from a research and curriculum development project

Designing Learning Environments for Developing Understanding of Geometry and Space

Volumn , Issue , 2012, Pages 227-248

  Battista, Michael T ^a   Clements, Douglas H ^b  

^a KENT STATE UNIVERSITY   (United States)

^b UNIVERSITY AT BUFFALO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85070642939     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203053461-15     Document Type: Chapter

References (10)

1. Battista, M. T. (1994). On Greeno’s environmental/model view of conceptual domains: A spatial/geometric perspective. Journal for Research in Mathematics Education, 25, 86-94.
2. Battista, M. T., & Berle-Carman, M. (1995). Containers and cubes. Palo Alto, CA: Dale Seymour.
3. Battista, M. T, & Clements, D. H. (1995a). Exploring solids and boxes. Palo Alto, CA: Dale Seymour.
4. Battista, M. T, & Clements, D. H. (1995b). Seeing solids and silhouettes. Palo Alto, CA: Dale Seymour.
5. Battista, M. T, & Clements, D. H. (1996). Students7 understanding of three-dimensional rectangular arrays of cubes. Journal for Research in Mathematics Education, 27(3), 258-292.
6. Ben-Chaim, D., Lappan, G., & Houang, R. T. (1985). Visualizing rectangular solids made of small cubes: Analyzing and effecting students’ performance. Educational Studies in Mathematics, 16, 389-409.
7. Cobb, P. (1988). The tension between theories of learning and instruction in mathematics education. Educational Psychologist, 23, 87-103.
8. Cobb, P., Yackel, E., & Wood, T. (1992). A constructivist alternative to the representational view of the mind in mathematics education. Journal for Research in Mathematics Education, 23, 2-33.
9. Cooper, L. A. (1990). Mental representation of three-dimensional objects in visual problem solving and recognition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16(6), 1097-1106.
10. von Glasersfeld, E. (1991). Abstraction, re-presentation, and reflection: An interpretation of experience and Piaget’s approach. In L. P. Steffe (Ed.), Epistemological foundations of mathematical experience (pp. 45-67). New York: Springer-Verlag.