Abstract
This study investigated the concurrent development of children’s understanding of length, area, and volume measurement in Grades 1-4. From a 45-minute interview, an attempt was made to derive three parallel scores assessing understanding of each of five measurement principles: the need for congruent units, the importance of using an appropriate unit, the need to use the same unit when comparing objects, the relationship between the unit and the measure, and the structure of the unit iteration. Valid comparisons could only be made across three of these five principles. On the others, student scores increased with grade, with length preceding area and area preceding volume in most cases. The results have several implications for teachers.
| Original language | English |
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| Pages (from-to) | 377-384 |
| Number of pages | 8 |
| Journal | Mathematics in the centre : proceedings of the 30th conference of the International Group for the Psychology of Mathematics Education Charles University, Faculty of Education, Prague, Czech Republic 16-21 July 2006 |
| Volume | 2 |
| Publication status | Published - 2006 |
| Event | Conference of the International Group for the Psychology of Mathematics Education (30th : 2006) - Prague, Czech Republic Duration: 16 Jul 2006 → 21 Jul 2006 |