The Journal of Mathematical Behavior
Available online 4 February 2018
In Press, Corrected Proof — Note to users
Evaluation of three interventions teaching area measurement as spatial structuring to young children ☆Douglas H. Clements, Julie Sarama, Douglas W. Van Dine, Jeffrey E. Barrett, Craig J. Cullen, Aaron Hudyma, Ron Dolgin, Amanda L. Cullen, Cheryl L. Eames
Available online 4 February 2018
In Press, Corrected Proof — Note to users
Evaluation of three interventions teaching area measurement as spatial structuring to young children ☆Douglas H. Clements, Julie Sarama, Douglas W. Van Dine, Jeffrey E. Barrett, Craig J. Cullen, Aaron Hudyma, Ron Dolgin, Amanda L. Cullen, Cheryl L. Eames
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We have recently published a book of Measurement Activities and Tasks for Teaching K-5 Topics related to our work with learning trajectories on length, area and volume, as well as some work on time and angle. Our book is published by NCTM: See the link:
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Other publications that pertain to our project include:
Learning Trajectories Hexagon Map of the Common Core Mathematics Standards
Other publications from our research team:
Barrett, J. E., Cullen, C. J., Klanderman, D., & Behnke, D. (2017). A Pleasure to Measure. (National Council of Teachers of Mathematics): Reston, VA.
Barrett, J. E., Clements, D. H., & Sarama, J. (2017). Children's measurement: A longitudinal study of children’s knowledge and learning of length, area, and volume. Journal for Research in Mathematics Education Monograph. Vol. 16. Reston, VA.
Smith, J. P., & Barrett, J. E. (2017). The learning and teaching of measurement: Coordinating quantity and number. In J. Cai (Ed.), Compendium for Research in Mathematics Education. (pp. 355-385): Reston, VA: National Council of Teachers of Mathematics.
Beck, P. S., Eames, C. L., Cullen C. J., Barrett, J. E., Clements, D. H., & Sarama, J. (2014). Linking children’s knowledge of length measurement to their use of double number lines. In Liljedahl, P., Nicol, C., Oesterle, S., & Allan, D. (Eds.). Proceedings of the 38th Annual Conference of the International Group for the Psychology of Mathematics Education. (Vol. 2) (pp. 105-112). Vancouver, Canada: PME
Szilágyi, J., Clements, D. H., & Sarama, J. (2013). Young children’s understandings of length measurement: Evaluating a learning trajectory.
ZDM-The International Journal on Mathematics Education, 44, 581-620.
www.jstor.org/stable/10.5951/jresematheduc.44.3.0581
Barrett, J., Clements, D., Sarama, J., Cullen, C., McCool, J., Witkowski, C., & Klanderman, D. (2012). Evaluating and Improving a Learning Trajectory for Linear Measurement in Elementary Grades 2 and 3: A Longitudinal Study. Mathematical Thinking and Learning, 14 (1), 28-54.
Barrett, J., Cullen, C., Sarama, J., Clements, D., Klanderman, D., Miller, A., & Witkowski-Rumsey, C. (2011). Children’s Unit Concepts in Measurement: A Teaching Experiment Spanning Grades 2 through 5. ZDM: The International Journal on Mathematics Education, 43 (5), 637-650.
Sarama, J. Clements, D. H., Barrett, J., VanDine, D. W., and McDonel, J. S. (2011). Evaluation of a Hypothetical Learning Trajectory for Length in the Early Years. ZDM: The International Journal on Mathematics Education, 43 (5), 667-680.
Daro, P., Mosher, F. A., & Corcoran, T. (2011) with: J. Barrett, M. Battista, D. Clements, J. Confrey, V. Daro, A. Maloney, W. Nagakura, M. Petit, and J. Sarama. Learning Trajectories in Mathematics: A foundation for standards, curriculum, assessment, and instruction. New York: Teachers College-Columbia University.
Cullen, C. J., Miller, A. L., Barrett, J. E., Clements, D. H., Sarama, J., (2011). Unit eliciting task structures: Verbal prompts for comparative measures. In Behiye Ubuz (Ed.), Proceedings of the 35th Annual Conference of the International Group for the Psychology of Mathematics Education. Ankara, Turkey: International Group for the Psychology of Mathematics Education.
Cullen, C. J., & Barrett, J. E., (2010) Strategy use indicative of an understanding of units of length. In M. Pinto & T. Kawasaki (Eds.), Proceedings of the 34th Annual Conference of the International Group for the Psychology of Mathematics Education. Vol. 2, pp. 281-288. Belo Horizonte, Brazil: International Group for the Psychology of Mathematics Education.
