WHEN "HALF AN HOUR" IS NOT "THIRTY MINUTES": ELEMENTARY STUDENTS SOLVING ELAPSED TIME PROBLEMS.

This paper presents assessment study results addressing the question: Do students treat elapsed time problems differently if phrased as "half an hour" versus "thirty minutes"? A paper-and-pencil assessment was given to second (n=292) and fourth (n=205) grade students in six New England elementary schools. I compare responses on tasks presented in hour units and minute units. Results indicate that children respond differently to elapsed time questions as a function of the units provided in the question (half hour or thirty minutes) depending on the provided starting time (e.g., on the half hour versus on the second half of the clock). [ABSTRACT FROM AUTHOR]