Sarah Barrell's List: Measurement

Lots of great interactive resources for ES1 through to S3. These resources can be used on the interactive whiteboard as well as during computer sessions. Activities match NCTM standards per topic. Each activity has teacher notes and instructions.

This website is highly interactive and engaging for students. Most suited to stage two students as a resource to introduce the concept and calculation of perimeter and area (aligns with outcome MS2.1 & MS2.2). Can be used as a teaching aid on the IWB or as a computer session activity.

Lots of different resources that can be used in the classroom to explore the concept of measurement. The website has links to fun games and virtual resources commonly found in the classroom, such as geoboards. Highly interactive and resources are for Early Stage 1 classes through to stage 3

A few informative points raised about the relevance of implementing a lesson on informal units of measurement. Useful as a starting point if developing a rational on the use of informal measurement and the reasons for teaching it under BOS NSW (2006) outcome MS1.1(p 22).

This article challenges the popular, systematic approach of teaching measurement: Comparison of length, using abstract measurement then applying conventional forms of measurement. MacDonald and Lowrie (2011) suggest children use metric units and tools in initial measurement activities. The article also emphasises the value of contextual learning in measurement in order for students to build their own understanding of the concepts, a key element in the cognitive development of children according to Lev Vygotsky (Berk, 2009; MacDonald et al., 2011).
Clements (1999) also agrees with this approach to learning but warns of students' current "measurement concepts", or principles of measurement (Sperry Smith, 2009, p 212), impacting on the learning of some aspects of measurement. This is due to not all measurement concepts being entirely developed. Both MacDonald et al. and Clements agree that students can employ transitivity, conservation and direct comparison: three important aspects of linear measurement concepts, as defined by MacDonald et al., when engaging in measurement activities (2011).
One reason teachers may use a the systematic approach to teaching measurement is due to the BOS NSW Mathematics syllabus K-6 (2006) as the outcomes explicitly state objectives that closely mimic: Comparison of length, using abstract measurement then applying conventional forms of measurement (p 22). Teachers should review this systematic approach to measurement education in order to teach at the students level of understanding thus moving towards a more student centred approach.