Empirical Validation of a Hypothetical Learning Progression for Geometrical Measurement

• In Event: Examining Problem-Posing, Measurement, Visualization, and Objectivity in Mathematics

Abstract

Learning progressions (LPs) describe typical patterns in how student thinking develops around a given topic. For LPs to support student learning, they must accurately describe the path that students typically take when developing understanding. Kim and colleagues (2017) developed a three-dimensional LP for geometrical measurement that describes how students learn to measure length, area, and volume and how these understandings support one another. While cognitive interview data supported the levels of their LP for each dimension, the authors did not attempt to support their hypothesis that there are within-level progressions from length to area to volume. This study uses large-scale assessment data to investigate Kim et al.’s hypothesized progressions within- and across dimensions.

Authors

• Sarah Wellberg, University of Colorado - Boulder
  Presenting Author

• Kyla McClure, University of Colorado - Boulder
  Presenting Author

• Derek C. Briggs, University of Colorado - Boulder
  Non-Presenting Author