• Gulcin Tan-SismanEmail author
  • Meral Aksu


“Knowing and doing measurement” is a fundamental competency in real life since measuring attributes of objects in appropriate units and using measuring tools assist students to quantify and understand the world. For this reason, the study of measurement has a special place in every mathematics curriculum. Among the domains of measurement, length measurement is extremely important for students to understand basic ideas about measurement and to construct bases for more advance topics as area and volume measurement. However, research on students’ understanding of length measurement reveals serious difficulties varying from incorrect alignment with a ruler to confusion of perimeter with area. One of the reasons for students’ struggles in measurement is considered as weaknesses in the intended (written) curriculum. In this respect, this study was designed to investigate the content of length measurement in the Turkish mathematics curriculum (1st–fifth grade) in terms of its potential to support students’ understanding. For this purpose, the Turkish Mathematics Curriculum Guide was carefully analyzed by considering main components of the curriculum (e.g. learning objectives). In spite of some weaknesses, the length measurement content in the curriculum seems to provide meaningful opportunities for students to develop the concepts and skills involved in length measurement.


curriculum analysis length measurement teaching and learning measurement Turkish Elementary Mathematics Curriculum 


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Copyright information

© National Science Council, Taiwan 2011

Authors and Affiliations

  1. 1.Department of Educational Sciences, Faculty of EducationAkdeniz UniversityAntalyaTurkey
  2. 2.Middle East Technical UniversityAnkaraTurkey

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