Diamonds, triangles, and squares: A developmental study of the congruence concept.

Title: Diamonds, triangles, and squares: A developmental study of the congruence concept.
Identifier: AAI9224847
identifier: 9224847
Creator: Paul, Barbara Busse.
Contributor: Adviser: Harry Beilin
Date: 1992
Language: English
Publisher: City University of New York.
Subject: Psychology, Developmental | Education, Mathematics
Abstract: The development of the concept of geometric congruence in 3- 4- and 5-year-olds is examined. Rudimentary geometrical knowledge was assessed via pretests addressing the concepts of length, angle and the classification of size and shape. Knowledge of congruence was assessed by responses on area-matching and side-matching tasks. Childrens' inferences about geometric congruence were classified as rules. Age trends among mutually exclusive clusters were significant suggesting a developmental progression of rule use. A common factor analysis revealed four underlying dimensions in the data reflecting different modes of childrens' reasoning. The results are interpreted within the theoretical framework of Piaget and Garcia's (1991) new theory concerning the logic of meanings.
Type: dissertation
Source: PQT Legacy CUNY.xlsx
degree: Ph.D.

Media: Diamonds, triangles, and squares: A developmental study of the congruence concept.