An analysis of young children's strategies and use of devices for length measurement

Abstract

This is a study of the strategies and length measuring devices used by a simple of 70 children in years 1, 2, and 3 in two suburban schools in Brisbane in low to medium and high socioeconomic areas, respectively. Each child was interviewed and videotaped while undertaking tasks in the second and fourth term of the four-term school year. They were given a range of materials to use and asked to explain their procedures as they worked. The teachers were interviewed to determine the procedures that they were introducing in class. The overall developmental sequence was a peak in use of arbitrary devices 1 in Year 2, a high interest in use of standard conventional devices in all years although at first they were often used as arbitrary devices or incorrectly, with a significant increase in use in Year 3, and a significant increase in understanding of the length measuring process over the 3 years. These results are in conflict with the normal recommended curriculum sequence and are considered from the perspective of the demand they might make on capacity to process information.