Part I Commentary 1: Deepening the Analysis of Students’ Reasoning About Length
To highlight mutually beneficial intersections between research in psychology and mathematics education, in this commentary, we connect our measurement research to that of Congdon et al. We illustrate how our qualitative investigation of measurement reasoning can elaborate, deepen, and introduce additional perspectives and insights into the research. We discuss three points of intersection: non-measurement reasoning as elaboration of intuition and a bridge to measurement reasoning; understanding and misunderstanding of rulers; and what students actually count in their attempts at length iterations. Our research also extends some of the ideas from early childhood to elementary school.
KeywordsMeasurement Length Unit Ruler Count
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