Constance Kamii

October 2006, Volume 13, Issue 3, Page 154

Abstract:
Measurement of length is taught repeatedly starting in kindergarten and continuing in grades 1, 2, and beyond. However, during the past twenty-five years, according to the National Assessment of Educational Progress (NAEP), the outcome of this instruction has been disappointing. What is so hard about measurement of length? The purpose of this article is to explain, on the basis of research, why instruction has been ineffective and to suggest a better approach to teaching.

Classification:
None

Additional Keywords:
Measurement