A Framework for Teaching Early Measurement

Abstract

This paper describes a framework for teaching length, area and volume in the early years of school. The framework is based on recent research findings that indicate the importance of students' knowledge of the unit iteration structure. The results of interviews with a sample of 16 Sydney teachers about their understanding of area measurement indicate that they place little importance on structuring in their teaching of measurement. Lessons from the framework were given in four schools and worksamples based on these are discussed.