Abstract
This is the second article based on the results of the National Assessment of Educational Progress (NAEP) to consider the process of measurement. In the October issue two NAEP exercises dealing with the primary concept of partitioning regions and sol ids into units of measure were examined. The resu lts of these exercises and the other research reviewed indicated that many younger students do not have any understanding of this fundamental concept that underlies area and volume measurement, and some misconceptions persist with many older students.
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