Children's ability to solve measurement problems was studied in two experiments. We hypothesized that children's reasoning would be significantly influenced by the measuring tool used. In the case of length, the conventional tool (ruler) was expected to support reasoning more effectively than the nonconventional tool (string). In the case of area, the conventional procedure (measuring length and width and multiplying) was expected to prove more demanding than the use of the nonconventional tool (bricks) because of its indirect relationship to the dimension measured. Both predictions were supported by the findings, which cannot be explained only in terms of the children's developmental level.
The present study deals with teaching the concept and measurement of area. 106 subjects of the 6th grade of Greek Elementary School measured the area of different kinds of shapes. The subjects were divided into two groups, an experimental group and a control group. In the experimental group, area evaluation was taught in a way that highlighted the conceptual characteristics of area measurement. The teaching intervention and the use of different measurement tools led to different measurement strategies. Moreover, the experimental group used more successful strategies than the control group.
Paying particular attention to the ways in which lesbian consumers and programming are co-constituted, this article examines lesbian programming on cable TV as a strategic method for attracting aud...