Exploring Effective Approaches for Teaching Measurement Concepts
Chapter 15 discusses how teachers can help children learn measurement. One of the main ideas in the chapter is the idea of using nonstandard units to teach measurement. de Walle et al. (2018) state, “While children are grappling with the concept of measurement, it is important to use a few nonstandard units that clearly demonstrate the attribute being measured (e.g., for length, toothpicks as opposed to square tiles or linking cubes)” (p.335). This statement suggests that nonstandard units can help children understand measurement concepts. The second main idea is the idea of the objectives of measurement. de Walle et al.(2018) state, “Perhaps the biggest error in measurement instruction is the failure to recognize and separate two types of objectives: (1) understanding the meaning and technique of measuring a particular attribute and (2) learning about the standard units commonly used to measure that attribute”(p.336). This statement suggests that measurement errors can be avoided by recognizing and separating the measurement objectives.
Question: Besides the use of nonstandard units, which other options can teachers consider when teaching measurement concepts?
Chapter 15 provides new information that I can apply to help learners understand measurement concepts. One of the pieces of information is on the importance of understanding the relationship between units. de Walle et al. (2018) state, “Knowing basic relationships between units in a given measurement system becomes important in the intermediate grades as they work on conversions between units” (p.336). This information was new to me because I did not have prior knowledge of the significance of mastering the relationship between units for students in intermediate grades. The second piece of information was on the importance of having knowledge of measurements. de Walle et al. (2018) argue, “Children who can use a third object to compare the lengths of two other objects must have a transitive understanding of measurement” (p.342). This information is important in planning lessons for students to help them understand measurement concepts.
References
de Walle, V. J., Karp, K., Lovin, L., & Bay-Williams, J. (2018). Teaching student-centered mathematics: Developmentally appropriate instruction for grades pre-K-2. Pearson.
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Question: Besides the use of nonstandard units, which other options can teachers consider when teaching measurement concepts?
Exploring Effective Approaches for Teaching Measurement Concepts
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