The effect of contents on sixth graders' understanding about the height of triangles

Abstract

By classifying the errors that elementary school students have at the height of a triangle by the types and positions of a triangle and collecting data on eye movement, this study investigated whether developed contents have any effect on fixing these errors. The height of the contents of a triangle used were effective in connecting and confirming the concept definition and the concept image of the height of a triangle. However, the contents were ineffective in fixing the errors of the students who thought the segments which were of a length with the height could also be counted as the height of a triangle.