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1-134 - Development, Refinement, and Evaluation of Learning Trajectories for Geometric Measurement
Thu, March 21, 2:15 to 3:45pm, Baltimore Convention Center, Floor: Level 3, Room 331Session Type: Paper Symposium
Integrative Statement
Quantitative reasoning and measurement competencies support the development of mathematical and scientific thinking from prekindergarten through Grade 8 and are thus fundamental to STEM education. Children’s knowledge of quantity and strategies for quantifying, as well as their reasoning about quantity, are necessary elements of a working, theoretical foundation for measurement. In particular, geometric measurement (e.g., length, area, and volume) bridges the mathematical domains of number and geometry. This critical connection is forged as children establish and reason about quantity throughout the mathematics curriculum. This symposium presents the most recent results of an NSF-funded research project on our development, refinement, and evaluation of research-based learning trajectories that form the theoretical core of our work. The four studies include: (a) a replication with younger children of three instructional interventions designed to support understanding of area measurement as a structuring process; (b) investigating grade 3 to 4 students' structure, interpretation and representation of space with a computer simulation for measuring prism volume that promotes spatial structures inherent in volume measurement; and two recent studies of length, (c) individual interviews of 833 pre-K to Grade 3 children using length measurement assessment items used to refine both our definitions of those concepts, skills, and procedures and the assessment instrument; and (d) a microgenetic efficacy study of a semi-structured intervention on first graders’ cognitive and skill development from the End-to-End Length Measurer (EE) LT level to the Length Unit Relater and Repeater (LURR) LT level in the length learning trajectory.
Sub Unit
Chair
Individual Presentations
Evaluation of Three Interventions Teaching Area Measurement as Spatial Structuring to Young Children - Presenting Author: Julie Sarama, University of Denver; Non-Presenting Author: Douglas H. Clements, University of Denver; Non-Presenting Author: Douglas Van Dine, Metropolitan State University of Denver; Non-Presenting Author: Jeffrey E. Barrett, Illinois State University; Non-Presenting Author: Craig Cullen, Illinois State University; Non-Presenting Author: Ron Dolgin, University of Denver; Non-Presenting Author: Aaron Hudyma, University of Denver; Non-Presenting Author: Amanda L Cullen, Illinois State University; Non-Presenting Author: Cheryl Eames, Southern Illinois at Edwardsville
Investigating Children’s Structure, Interpretation and Representation of Space with an Intervention for Measuring Prism Volume - Presenting Author: Jeffrey E. Barrett, Illinois State University; Non-Presenting Author: Theodore J. Rupnow, University of Nebraska at Kearney; Non-Presenting Author: Jenna O’Dell, Bemidji State University; Non-Presenting Author: Craig Cullen, Illinois State University; Non-Presenting Author: Julie Sarama, University of Denver; Non-Presenting Author: Douglas H. Clements, University of Denver
Young Children’s Actions on Length Measurement Tasks: Strategies and Cognitive Attributes - Presenting Author: Holland Banse, University of Denver; Non-Presenting Author: Douglas H. Clements, University of Denver; Non-Presenting Author: Julie Sarama, University of Denver; Non-Presenting Author: Curtis Tatsuoka, Case Western Reserve; Non-Presenting Author: Candace Joswick, University of Denver; Non-Presenting Author: Aaron Hudyma, University of Denver; Non-Presenting Author: Douglas Van Dine, Metropolitan State University of Denver
Length Measurement in the Early Years: Teaching and Learning with Learning Trajectories - Non-Presenting Author: Julie Sarama, University of Denver; Non-Presenting Author: Douglas H. Clements, University of Denver; Non-Presenting Author: Ellen Joseph, University of Denver; Presenting Author: Candace Joswick, University of Denver; Non-Presenting Author: Jeffrey E. Barrett, Illinois State University; Non-Presenting Author: Craig Cullen, Illinois State University