Explore the effectiveness of using ‘maximizing the area of a region with a fixed perimeter’ to eliminate the misconceptions of the relation between perimeter and area

Due to the lack of relation between the concept of perimeter and area in the current primary curriculum in Hong Kong, misconceptions about their relationship are evitable. This research uses the GeoGebra classroom to explore ‘maximising the area of a region with fixed perimeter’, then figure out the effectiveness of eliminating students’ misconceptions on the relationship between perimeter and area. Data are collected mainly through observation, pre-test, and post-test to investigate students’ understanding of the relationship between perimeter and area before and after the exploration. Based on the data collected, the result shows students’ misconceptions before exploration; it also demonstrates a significant improvement in understanding of the exploration and simultaneously eliminates some of the misconceptions mentioned. The causes for misconceptions and how the exploration helps to eliminate them will also be discussed.