Ceyda potak-demirhan

Elementary school students struggle in solving elapsed time problems especially if the task requires to iterate one or both of the units in the digital time notation. As the learner tackle, the challenges, they use the image schema that helped them with easier elapsed time problems. This study investigates the performance of Grade 2 and Grade 4 students coming from urban and suburban Title 1 schools and the four main strategies they used to explain the reasoning. Results indicated a weak correlation between accuracy of children’s ability in contemporal tasks and competency in strategies used to solve elapsed time problems. This study will contribute to limited literature of digital clock’s mediating children’s understanding of measurements of time.