Length Measurement in the Early Years: Teaching and Learning With Learning Trajectories

• In Event: 34.095 - MTCC Roundtable Session 11
  In Roundtable Session: 34.095-9 - Experiments to Improve Mathematics Teaching and Learning in Pre-K to Grade 2 Classrooms

Abstract

Measurement is a critical component of mathematics education, but research is limited. We previously introduced, refined, and validated a developmental progression—the cognitive core of a learning trajectory—for length measurement in the early years. A complete learning trajectory includes instructional activities and pedagogical strategies, correlated with each level of the developmental progression. This study evaluated a portion of our learning trajectory, focusing on the instructional component. We found that the instruction was generally successful, and we identified specific characteristics of the interventions’ tasks and teacher-child interaction that catalyzed learning. We also found, consistent with our hypotheses, that the use of standard or multiple nonstandard units played different roles at different points in the learning trajectory.

Authors

• Julie Sarama, University of Denver

• Douglas H. Clements, University of Denver

• Candace Joswick, University of Denver

• Jeffrey E. Barrett, Illinois State University

• Craig Cullen, Illinois State University