From Research to Practice: Measuring Length in First Grade

• In Event: Mathematics Learning Trajectories

Abstract

As part of a NSF-funded study on learning trajectories (LTs) for geometric measurement, we conducted a classroom teaching experiment on length. We worked with all children in a first-grade classroom that included eight focal children from the greater longitudinal study. During each of five consecutive class periods, children were presented with activities and tasks involving the measurement of length with an initial starting point determined by the individual interviews with the eight focal children. We present multiple analyses of the teaching experiment, including (a) findings supporting the LT, but also suggest revisions of its instruction; and (b) challenges in bridging from research into practice, e.g., focal children’s level of thinking in the classroom was lower than expected.

Authors

• Julie Sarama, University of Denver

• Douglas W. Van Dine, University of Denver

• Douglas H. Clements, University of Denver

• Jeffrey E. Barrett, Illinois State University