Time as a measure: Elementary students positioning the hands of an analog clock
Author(s) / Creator(s)
Earnest, Darrell
Gonzales, Alicia C.
Plant, Anna M.
Abstract / Description
Elementary students have difficulty with the topic of time. The present study investigated students’ actions to position hour and minute hands on an analog clock to indicate particular times of the day. Using one-on-one interviews with students in Grades 2 and 4 (n = 48), we analyzed whether students were more accurate for one hand indicator (hour or minute) versus the other as well as their solution approaches as they positioned each hand. We first present a quantitative analysis of student performance to document whether hour and minute hands posed differential challenges for students as they positioned hands to indicate particular times. Results indicate the hour hand is significantly more challenging to position accurately than the minute hand. Students’ solutions reflected varied approaches, including consideration of the quantitative hour-minute multiplicative relationship, attention to part-whole relations, and matching numbers from the provided time to numerals on the clock. We discuss implications for theory and instruction, including the relationship of time to length measure learning trajectories and the current treatment of time in K-12 mathematics standards for the United States.
Keyword(s)
clock elementary math measure quantitative reasoning timePersistent Identifier
Date of first publication
2018-06-07
Journal title
Journal of Numerical Cognition
Volume
4
Issue
1
Page numbers
188–214
Publisher
PsychOpen GOLD
Publication status
publishedVersion
Review status
peerReviewed
Is version of
Citation
Earnest, D., Gonzales, A. C., & Plant, A. M. (2018). Time as a measure: Elementary students positioning the hands of an analog clock. Journal of Numerical Cognition, 4(1), 188–214. https://doi.org/10.5964/jnc.v4i1.94
-
jnc.v4i1.94.pdfAdobe PDF - 1.75MBMD5: e01ee6306669dff21d8e4755679c2659
-
There are no other versions of this object.
-
Author(s) / Creator(s)Earnest, Darrell
-
Author(s) / Creator(s)Gonzales, Alicia C.
-
Author(s) / Creator(s)Plant, Anna M.
-
PsychArchives acquisition timestamp2018-11-21T11:42:55Z
-
Made available on2018-11-21T11:42:55Z
-
Date of first publication2018-06-07
-
Abstract / DescriptionElementary students have difficulty with the topic of time. The present study investigated students’ actions to position hour and minute hands on an analog clock to indicate particular times of the day. Using one-on-one interviews with students in Grades 2 and 4 (n = 48), we analyzed whether students were more accurate for one hand indicator (hour or minute) versus the other as well as their solution approaches as they positioned each hand. We first present a quantitative analysis of student performance to document whether hour and minute hands posed differential challenges for students as they positioned hands to indicate particular times. Results indicate the hour hand is significantly more challenging to position accurately than the minute hand. Students’ solutions reflected varied approaches, including consideration of the quantitative hour-minute multiplicative relationship, attention to part-whole relations, and matching numbers from the provided time to numerals on the clock. We discuss implications for theory and instruction, including the relationship of time to length measure learning trajectories and the current treatment of time in K-12 mathematics standards for the United States.en_US
-
Publication statuspublishedVersion
-
Review statuspeerReviewed
-
CitationEarnest, D., Gonzales, A. C., & Plant, A. M. (2018). Time as a measure: Elementary students positioning the hands of an analog clock. Journal of Numerical Cognition, 4(1), 188–214. https://doi.org/10.5964/jnc.v4i1.94en_US
-
ISSN2363-8761
-
Persistent Identifierhttps://hdl.handle.net/20.500.12034/1290
-
Persistent Identifierhttps://doi.org/10.23668/psycharchives.1482
-
Language of contenteng
-
PublisherPsychOpen GOLD
-
Is version ofhttps://doi.org/10.5964/jnc.v4i1.94
-
Keyword(s)clocken_US
-
Keyword(s)elementary mathen_US
-
Keyword(s)measureen_US
-
Keyword(s)quantitative reasoningen_US
-
Keyword(s)timeen_US
-
Dewey Decimal Classification number(s)150
-
TitleTime as a measure: Elementary students positioning the hands of an analog clocken_US
-
DRO typearticle
-
Issue1
-
Journal titleJournal of Numerical Cognition
-
Page numbers188–214
-
Volume4
-
Visible tag(s)Version of Record