Research has found that elementary students face five main challenges in learning area measurement: (1) conserving area as a quantity, (2) understanding area units, (3) structuring rectangular space into composite units, (4) understanding area formulas, and (5) distinguishing area and perimeter. How well do elementary mathematics curricula address these challenges? A detailed analysis of three U.S. elementary textbook series revealed systematic deficits. Each presented area measurement in strongly procedural terms using a shared sequence of procedures across grades. Key conceptual principles were infrequently expressed and often well after related procedures were introduced. Particularly weak support was given for understanding how the multiplication of lengths produces area measures. The results suggest that the content of written curricula contributes to students' weak learning of area measurement. digitalcommons.unl.edu

The survey team collected information on the development and use of curriculum from 11 diverse countries around the world. The data show that a common set of mathematics learning goals are established in almost all countries. However, only a few countries report a substantial role for research in designing and monitoring the development of their curriculum. The data also suggest great variation among countries at the implementation level.

Learning to estimate a linear measurement is critical in becoming a successful measurer. Research indicates that the teaching of the estimation of linear measurement is quite open and that instruction does not make explicit to students how to carry out estimation work. Because written curriculum has been identified as one of the main sources affecting teachers' instruction and students' learning, this study examined how estimation of linear measurement tasks were presented to students in three US elementary mathematics curricula to see how much and in what ways these tasks were presented in an open manner. The principal result was that the length estimation tasks were frequently not explicit about which attribute of the object to measure and the requested level of precision of the estimate. Length estimation tasks were also left more open than other measurement tasks like measuring length with rulers.

While conceptual understanding of properties, operations, and the base‐ten number system is certainly associated with the ability to access math facts fluently, the role of math fact memorization to promote conceptual understanding remains contested. In order to gain insight into this question, this study looks at the results when one of three elementary schools in a school district implements mandatory automaticity drills for 10 minutes each day while the remaining two elementary schools, with the same curriculum and very similar demographics, do not. This study looks at (a) the impact that schoolwide implementation of automaticity drills has on schoolwide computational math skills as measured by the ITBS and (b) the relationship between automaticity and conceptual understanding as measured by statewide standardized testing. The results suggest that while there may be an association between automaticity and higher performance on standardized tests, caution should be taken before assuming there are benefits to promoting automaticity drills. These results are consistent with those that support a process‐driven approach to automaticity based on familiarity with properties and strategies associated with the base‐ten number system; they are not consistent with those that support an answer‐driven approach to automaticity based on memorization of answers.

This article provides strategies for enhancing tasks to offer students better opportunities to develop conceptual understanding of length measurement. Teachers are offered strategies that help move instruction beyond procedures.