Abstrakt
Measurement of area and volume seems to be one of the challenges for Czech pupils. Structuration of space into arrays of rectangular tiles or unit cubes has been found as one of the key building blocks needed to understand measurement of area and volume.
In this article, I investigate strategies and misconceptions that appear when pupils solve structuration problems in 3D. In addition to a written test (1203 pupils from grades 4 to 9), interviews (57 pupils from grades 5 and 6) specifically aimed at space structuration were analysed.
It appears that the structuration of space represents a problem for many 5th and 6th graders. Several types of problems have been identified including incorrect use of formula, problems in interpretation of words "rectangle 3 cm wide and 4 cm long" and not distinguishing between spatio-graphical and theoretical worlds.