Development of a Model for Calculating the Area of a Rectangle Among Second‐Grade Students During Their Engagement With Modeling Tasks

ABSTRACT This study aimed to examine the development and application of a mathematical model for calculating the area of a rectangle among second‐grade students (aged 8 years old) while working in groups on a sequence of modeling tasks. Data included video recordings of three groups, students' working drafts, and worksheets. Verbatim transcripts, worksheets, and notes were subjected to a qualitative, fine‐grained analysis. Episodes were coded independently and then discussed to reach consensus and the findings were interpreted using both the modeling cycle and learning trajectory (LT) levels for the area measurement. The findings indicate that students developed an area‐calculation method within the context of the modeling tasks, progressing from one‐to‐one counting to composed units and repeated addition, and then to multiplication through coordination of length and width . This reasoning was subsequently consolidated across additional contexts and representations. These results emphasize the potential of integrated modeling tasks to elicit and consolidate young students' method for calculating the area of a rectangle ( L × W ).