A Longitudinal Examination of Children's Developing Knowledge of Measurement: Mathematical and Scientific Concept and Strategy Growth from Pre-K through Grade 5

The project proposes a longitudinal study that investigates the development of an understanding of measurement across seven grades-from pre-K through Grade 5. Specifically, the project will establish clear cognitive accounts of the development of students' strategic and conceptual knowledge of measurement on increasingly demanding sets of length, perimeter, and area measurement tasks.

Project Email: 
Award Number: 
0732217
Funding Period: 
Wednesday, August 15, 2007 to Tuesday, July 31, 2012
Project Evaluator: 
Richard Lesh
Full Description: 

The Children's Measurement Project examines children's developing knowledge from PreKindergarten through Grade 5 as they develop the capacity and strategies they need to measure geometric space (length, area and volume), investigating number concepts, early algebra, or variability. We investigate ways children learn to use measures as evidence for scientific or mathematical claims. We began by examining the literature on learning trajectories and progressions to interpret existing research on children's understanding of length, area and volume. Our work engages both Rasch modeling and learning/teaching experiments within clinical and classroom contexts to collect data for longitudinal accounts of children's development of measurement concepts and strategies. The work is being conducted as a collaboration of Illinois State University and the University at Buffalo (State University of New York). We are beginning the fourth year of our project (2010).

Project Publications and Presentations:

Barret, J.; Clements, D.; Sarama, J.; Cullen, C.; Witkowski, C. & Klanderman, D. (2010, May). Addressing the Challenge of Learning and Teaching Measurement: Curricular, Learning, and Teaching Analyses (Barrett et al.). Presented at 2010 AERA Annual Meeting, Denver, CO.

Smith, J.P.; Dietiker, L.; Chang, K.; Mosier, A.; Gonulates, F.; Clements, D.; Battista, M.; Barret, J.; Cullen, C. & Zhou, W. (2010, May). Assessing the Alignment of Written Curricula and State Standards for Length Measurement (Smith et al.). Presented at 2010 AERA Annual Meeting, Denver, CO.

Barret, J.; Confrey, J.; Maloney, A.; Knuth, E.; Clements, D.; Sarama, J.& Daro, P. (April 2010) Defining and Implementing Learning Trajectories as Research Tools (Barrett et al.). Presented at 2010 NCTM Research Precession.

Barrett, J. E. (2009). Length Measurement Learning Trajectory: Validation of Learning Trajectories with Longitudinal Research. Presented at Consortium for Policy Research in Education and Friday Institute for Educational Innovation. Raleigh, NC.

McCool, J. K. & Barrett, J. E. , 2010-10-28 "Incorporating a Measurement Learning Trajectory into a Teacher's Toolbox for Facilitating Student Understanding of Measurement" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, The Ohio State University, Columbus, OH Online <PDF>. 2012-06-19 from http://www.allacademic.com/meta/p428027_index.html

Cullen, C.J.&  Barret, J.E. (2010). Strategy use indicative of an understanding of units and length. Unpublished.

Cullen, C. , Witkowski, C. , Miller, A. L., Barrett, J. E., Clements, D. H. and Sarama, J. , 2010-10-28 "The Key Components for Measurement Tasks" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, The Ohio State University, Columbus, OH Online <APPLICATION/PDF>. 2012-06-19 from http://www.allacademic.com/meta/p422400_index.html

Posts

Title Type Post date
Wrapping Around - Understanding Fractions and "Super" Units (Witkowski et al.) Resource 10/19/2012 - 11:48am
Strategy use indicative of an understanding of units of length (Cullen, Barrett) Resource 10/17/2012 - 3:09pm
Evaluation of a Learning Trajectory for Length in the Early Years Resource 10/15/2012 - 9:33am
Evaluation of a Developmental Progression for Length Measurement using the Rasch Model (Clements, Sarama, Barrett, Cullen, van Dine) Resource 10/12/2012 - 12:45pm
Evaluating and Improving a Learning Trajectory for Linear Measurement in Elementary Grades 2 and 3: A Longitudinal Study Resource 10/12/2012 - 12:37pm
Building and Validating a Learning Trajectory for Children's Measurement (Barrett, Sarama, Clements) Resource 10/11/2012 - 9:07am
A Longitudinal Analysis of Unit Iteration Concepts for Length, Area, and Volume (Grades 2-4) (Barrett et al.) Resource 10/09/2012 - 9:09am
A Comparison of Representations of Units of Length: A Microgenetic Analysis (Cullen, Barrett, Sarama, Clements) Resource 10/08/2012 - 4:45pm
A Longitudinal Examination of Children's Developing Knowledge of Measurement: Mathematical and Scientific Concept and Strategy Growth from Pre-K through Grade 5 Poster 12/23/2010 - 3:01pm
The Key Components for Measurement Tasks Publication 08/31/2010 - 3:51pm
Children's Measurement: A Longitudinal Analysis of Learning Trajectories for Length, Area, and Volume (Barrett) Presentation 08/30/2010 - 4:42pm
Assessing the Alignment of Written Curricula and State Standards for Length Measurement (Smith et al.) Presentation 08/30/2010 - 4:06pm
Defining and Implementing Learning Trajectories as Research Tools (Barrett et al.) Presentation 08/30/2010 - 3:40pm
Addressing the Challenge of Learning and Teaching Measurement: Curricular, Learning, and Teaching Analyses (Barrett et al.) Presentation 08/30/2010 - 3:18pm