Teaching Length Measurement: Research Challenges

Many publications and curriculum materials promote a specific instructional sequence for introducing length measure: gross comparisons of length, measurement with nonstandard units such as paper clips, measurement with manipulative standard units, and finally measurement with standard instruments such as rulers. Several recent studies, however, imply that aspects of this traditional approach may not match children's developmental progression. This article describes several studies that challenge conventional wisdom regarding the teaching and learning of nonstandard and standard units, rulers, and measurement sense and draws educational implications from their results.