Geometric Measurement

Note: Module content is available to professional development facilitators, without fees, for use with professional learning communities in accordance with the use agreement.

Measurement is a core mathematical strand represented in standards across elementary grades. Concepts and skills developed in the context of measurement are foundational to work in other content strands (such as algebra). Measurement also provides rich opportunities to engage in mathematical practices (such as attending to precision, using appropriate tools, and looking for and making use of patterns). Despite this potential, measurement and spatial reasoning are often neglected in instruction and in professional learning opportunities in favor of other mathematical strands. This module will help PD facilitators provide occasions for teachers to develop the knowledge and skills necessary to help their students with key measurement and spatial reasoning topics.

Featured mathematics teacher educators

Doug Clements is a Distinguished University Professor and the Kennedy Endowed Chair in Early Childhood Learning, as well as the co-Executive Director of the Marsico Institute of Early Learning at the University of Denver's Morgridge College of Education.

Julie Sarama is the Kennedy Endowed Chair in Innovative Learning Technologies and Professor at the University of Denver’s Morgridge College of Education.

Audience

This module packages content, materials, and tools to support the work and learning of a professional development facilitator who is (or will be) supporting the learning of a group of practicing elementary classroom teachers.

Learning objectives

Professional development facilitators will develop knowledge and skills needed for facilitation while supporting practicing teachers in developing expertise with respect to four core elements of teaching geometric measurement: mathematics, student thinking, teaching practices, and ways of learning from engagement in teaching.

Mathematics: concepts, methods, and tools used in linear, 2D, and 3D measurement
Student thinking: understanding trajectories of children’s reasoning about linear, 2D, and 3D measurement
Teaching practices: using learning trajectories in student assessment and curriculum analysis
Learning from practice: studying learning trajectories of one’s own students through the use of video and anecdotal notes

Work on these elements is integrated across the ten sessions. Working simultaneously on the four core elements is important because elementary mathematics teaching requires integrated attention to these elements in practice.

The sessions can be used with classroom teachers as 90-minute sessions that provide participants with opportunities to practice, build on, and extend ideas over time.

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