Investigation of fifth-grade students' conceptual, algorithmic and intuitive aspects of area measurement development

The aim of this study is to examine the conceptual, algorithmic and intuitive development of fifth grade students in area measurement and to evaluate this development within the framework of hypothetical learning trajectories. For this purpose, a teaching experiment was used as a research design within the framework of estimated learning trajectories on area measurement. The participants of the study consisted of 5 fifth grade students selected as focus students. Criterion sampling method was used in selecting the participants. In this qualitative study, data were collected from clinical interviews with focus students, video recordings of teaching processes and individual or group worksheets. The findings of the study showed that five focus students developed conceptually, algorithmically and intuitively in area measurement with the implementation of the teaching sequences designed within the framework of HLT. While the study revealed that structured teaching activities supported the development of the three components related to area measurement, suggestions were presented for the results of the study and future research.