The purpose of this study was to examine students’ understanding of mathematical concepts used in social studies and science that do not align in timing or content with those taught in the mathematics curriculum, in order to derive pedagogical implications. To this end, a test was conducted with 23 fourth-grade elementary school students to assess their understanding of concepts that do not align in terms of timing and instructional content between social studies/science, and mathematics. The test tools were structured into the first and second semesters, and the responses and incorrect cases were analysed. The results revealed that students exhibited misconceptions or errors in several areas related to instructional timing—such as faces, spatial visualization, decimal representation of time, and range of numbers—as well as in areas related to instructional content, such as reading large numbers in digit groups, concept of volume, and units of weight(g/kg). On the other hand, some concepts — such as recognizing continuous trends in graphs — were found to be appropriately understood and utilized by students, despite not aligning with the timing or content designated in the mathematics curriculum.
Park et al. (Tue,) studied this question.
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