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Understanding the Development of Students' Thinking about Length

Michael Battista 

October 2006, Volume 13, Issue 3, Page 140

Abstract:
Describes assessment tasks and a conceptual framework for understanding elementary students' thinking about the concept of length. Teachers will learn about student difficulties with length and how to differentiate instruction to reach these learners.

Keywords:
Linking Research and Practice
Research Summaries
Research Studies
Pre-K-2
Article
Grades 3-5
Conceptual Development
Communication
Curriculum
Math Coordinator / Coach
Geometry & Measurement
Differentiated Instruction
Teacher
Modeling
Problems
Problem Solving / Problem Posing
Reasoning and Proof
Representation