Abstract
Traditionally, children are introduced to numbers by counting arrays of objects and identifying numbers with the objects as they count. In this study, measurement of linear distance was used as a concrete basis for teaching first-grade children the relation of unit to quantity and to give emphasis to the ordinal and transitive nature of natural numbers. Paper-and-pencil arithmetic and set theory were strictly avoided, but addition and subtraction of line segments and symbolic representation of the measurements were taught. Achievement criterion was in terms of two scores: (a) measurement concepts and quantities and (b) a test of “standard” textbook competence in set theory and counting operations. The children learning through measurement performed much better on the measurement evaluations and performed almost as well as comparison children on set theory evaluations.
Published Version
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