Analysis of Curricular Treatment of the Relationship Between Area and Perimeter in Two U.S. Curricula
Bibliographic Data
| ID | 22043976 |
|---|---|
| Authors | Jane-Jane Lo (Western Michigan University), Lili Zhou (0000-0002-4409-063X, California State University Los Angeles, corresponding author) |
| Year | 2025 |
| Volume | 15 |
| Issue | 10 |
| Pages | 1342 |
| Publication date | 2025-10-10 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15101342 |
| OpenAlex | W4415065857 |
| Language | EN |
| Citations received | 1 |
| References cited | 17 |
This study examines how two widely used elementary mathematics curricula, Bridges in Mathematics and Eureka Math, support grade 3 students’ conceptual understanding of the relationship between area and perimeter. Drawing on the mathematical treatment and emphasis component of the analytic framework, we identified distinct instructional strategies and learning opportunities. Findings indicate distinct instructional strategies and learning opportunities: Bridges in Mathematics emphasizes hands-on exploration, pattern recognition, and student-led reasoning using real-world contexts. In contrast, Eureka Math employs a more structured and symbolic approach, using multiplication, factor pairs, and line plots to support generalization and data-driven reasoning. Both curricula share strengths such as the use of visual supports, real-world contexts, and attention to student reasoning, yet they differ in how they scaffold conceptual development. Rather than recommending one curriculum over the other, the study highlights how each curriculum sequences ideas and supports mathematical reasoning, offering insights into curricular design and the learning experiences they foster
Concept learning · Curriculum · Curriculum development · Generalization · Learning styles · Mathematics curriculum · Educational Assessment and Pedagogy · Mathematics Education and Teaching Techniques · Science Education and Pedagogy
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |