Abstract
In this study, we investigated the potential of a hypothesized geometrical measurement learning progression (LP) to examine students' thinking and understanding in this domain. We interviewed 30 third to fifth graders using 3 LP‐based cognitive tasks that asked the students to find the length, perimeter, area, surface area, and volume measurement of a given object. We analyzed the students' responses to the tasks to examine variation in levels of the students' geometrical measurement understanding and found evidence of understanding at 5 successive levels of a geometrical measurement LP in 1, 2, and 3 dimensions. From these findings, we concluded that an LP can be a practical tool for understanding students' existing thinking and understanding in a targeted domain and has the potential to support students' further learning in the domain.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
