Study of the Problems Faced by Students - Term Paper Example

? Measurement Problems Faced by Knowledge of measures involving time, length, value among others is in practical use on a daily basis. In this regard, understanding of the basic measurement principles and the confidence brought about can be placed on different kinds of measurements, in order to assist the student to formulate sensible interpretations of the result on a wide scale. Indeed, the ability to make well informed judgments in measures is vital when actual measurement is problematic or otherwise when the tolerances are high. Measurement involves the development of procedures, knowledge strategies associated with, mass, area, volume, length, as well as time. This necessitates the development of understandings based on the estimation and measurements of these attributes as well as, their existing interrelationships, additionally, the units and conventions related to the measurements and recordings on elapses of time and its duration is essential (Ser, Journeaux, and Larcher, 1993). Having in mind, measurement requires that students should be able to develop dexterity in the application of the various measuring instruments. Additionally, sound understanding of use of whole 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 measures to assist in the estimation. However, research 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 can be done in order to help students master the concepts and skills which would be instrumental in ensuring proficiency 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 necessary that we all understand what measurement is all about. As Kamil and Clark, (1997) explains, measurement is a number which indicates a comparison between the attributes of the object under measurement and the same attributes 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 reported of having difficulties in understanding that length remains the same when an object is moved to a different location 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 reported 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 sight rather than on the feel. For instance, students often think that a tennis ball 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 overcome the impenetrability which seems to surround understanding involving conservations. It has also been observed that, student fail to keenly attend to the placement of objects in situations of direct comparisons of objects (Ser, Journeaux & Larcher, 1993). For instance, when objects of similar length are placed such that one overlaps the other, the second object that overlaps the first one is often seen as being larger than the other. In this regard, students need to directly look at both ends of the objects when comparing them. Among the problems faced by students, is the understanding of the relationships among the parameter involved in measurement (Hibert, 1981). Lack of direct experiences with measurement of areas and volumes as well as, the attributes associated with it has been cited as a significant challenge in the understanding of the measurement concepts. Since measurement skills are mostly used in the real word, it has become common to assume that students can easily learn measurements skills. In many occasions, it has been established that students face difficulties in teaching the concepts. As such, the gap arising from whatever is taught and what is really experienced by students in the field is so wide. This gap originates when whatever is taught in the curriculum fails to match with how the information is used by the students. For instance, when students are provided with a page full of pictures where each of the objects is has a picture of a ruler aligned under it, normally they will simply read the ruler by observing the object (Hibert, 1981). In the real world, it results in the inability of the students to carry out measurement procedures and understanding of the whole concept of measurements. In this regard, introduction of formulas before students have got a thorough understanding of the relationships between various dimensions increases difficulties especially in measuring volume and area. By and large, measurement of time seems to be more pervasive for most of the school students. More worse is that students interact with the language of time on a daily basis thus forming part of their lives (Haukoos & Penick, 1983). It has been established that, learning of time in isolated contexts poses as a significant challenge in understanding the measurements involved. Additionally, students are unable to understand the relative abstraction of the concepts of time as well as make direct comparisons of the length of time being measured as well as the units used. The abstract nature of the concept of time and the idea that it is not a visible attribute makes it difficult for students to understand the time measurements involve. As earlier noted, some tutors intentionally disregard the hands on the nature of measurements (Kamil & Clark, 1997). Indeed, if students are only given the opportunity to study the pictures of 3D shapes with the edges which are labeled accompanied by formulas and are the volume and surface area they are left out on some significant experiences. As such, they are deprived of the chance to consider the attributes to decide on, measure, selection of appropriate units, understanding of the formulas as well as their real applications. In this regard, such scenarios have created a gap between the student’s school knowledge and the real world applications In conclusion, it is imperative that achieving proficiency in measurement amongst student requires exposure to a variety of the measuring instruments ranging from the commonly used domestic measures to scientific gauges. Notably, the experiences ought to be in line with the concepts that are meaning full and provide students with a sense of understanding, accomplishments as well as, appreciation of the importance of measurement. Lastly, examining the challenges faced by the student in measurement is necessary in establishing the way forward in solving the problems. Through that, a much better understanding other interrelated topics such as mathematics and other key leaning fields as well as, allows teachers to review their curriculum in a much more meaning way. References Barge, D. J. (2012).Understanding the concepts of measurement, length and time. A journal of CCGPS frameworks, 1, 1-83 Haukoos, G.D., & Penick, J.E. (1983). The influence of classroom climate on science process and content achievements of community college students. Journal of research in science teaching, 20(7), 629-639. Hibert, J. (1981). Cognitive development and learning linear measurement. Journal for research in mathematics education, 12(3), 197-211. Kamil,C., & Clark, F. B. (1997). Measurement of length: the need for a better approach to teaching. Journal of the school sciences and mathematics, 97, 116-121. Ser, M., Journeaux, R., & Larcher, C. (1993). Learning statistical analysis of measurement errors. Int.J. Sci.Educ, 15(4), 427-438. Read More