
Re: Research on "Twice as big"
Posted:
Jan 21, 2011 8:24 PM


This is an interesting question. I pose that question to 7th grades when we are about to make the distinction between the sides being twice as long (making the area 4 times the size) vs the area begin twice as big. I think the natural inclination is to interpret "a square twice as big as this one" to mean the length of the sides should be twice as long. The task as originally stated is ambiguous. By the way, what does MAB mean? I don't recognize that acronym.

