ERIC Number: ED411300
Record Type: RIE
Publication Date: 1997-Mar
Children's Conceptions of Measurement: 35 Years after Piaget.
Stephan, Michelle; Petty, Beth
Research into children's measurement conceptions is discussed, presenting a review of the literature in the field that includes studies conducted by J. Piaget and his colleagues and training programs that have been designed to support the development of measurement skills. This literature is used as a background to argue that new investigations might include accounting for students' development in terms of social and cultural influences, coordinating research analyses with instructional development, and using psychological analyses to develop the instructional intent of further investigations. A teaching experiment that was conducted with 16 first graders is described to highlight a way to support mathematical development in the classroom context. It was clear that in this classroom students' participation in the mathematical processes involved the use of many measurement tools. It is suggested that students' activities with these tools profoundly influenced their development of mathematical reasoning as interviews with the students demonstrated. Students developed ways of acting with the measurement strip and stick they were given that had numerical significance for them, and they were able to be relatively effective with these tools. They demonstrated intellectual capabilities they had developed during the experiment. (Contains 12 figures and 68 references.) (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Science Foundation, Arlington, VA.; Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997).