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issue : mistakes and errors often made by students in this topic are in reading scales. scales have different types of incisions. whether incisions 10, 5, 4 and 2.

solution: teacher will instruct the pupil to memorize a pair of numbers that give the answer 1000. This is because 1 kg = 1000 gram. The pairs are 2 x 500, 4 x 250, 5 x 200, 10 x 100. For the question the incision for the scales is 10. Pair 10 is 100. Needles showing on the 4th incision. So 4 x 100 = 400 gram.

Fatin Farhana G4

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Issue

Failed to measure in a parallel direction.

Students measure objects using a ruler but do not align them in parallel directions.

This will cause an invalid measurement of length which it will may be shorter or longer.

Solution

Teachers need to give students practice about putting objects and ruler in parallel directions.

Prioritize the placement first not the measurement of the objects.

Ensure students master the placemnet well

Reference
T.Mukunthan & P.Seneviratne. (2011).

A study on primary grade students’ errors when using rulers. Dept. Early Childhood and Primary Education. The Open University of Sri Lanka.

- AIZAT HANEEF BIN AZROEI (G4)

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Teaching and Learning in Orang Asli Primary School

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Teaching and Learning in Orang Asli Primary School

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THE ISSUES AND CHALLENGES OF MATHEMATICS TEACHING AND LEARNING IN MALAYSIA ORANG ASLI PRIMARY SCHOOLS FROM TEACHERS’ PERSPECTIVES

Issue :
1. Orang Asli children learn differently compared to the mainstream Malaysian pupils. There are also major differences in the pedagogy and ways of learning within the Orang Asli community.
2. Orang Asli’s  lack  of  educational  attainment  is  contributed  by  the language factor.

Solution :
1. Teachers need to acknowledge the social and cultural contexts in which mathematics learning takes place. They have to appreciate the learning environment

through the eyes of the learner and thus begin to develop a customised curriculum that results from a meaningful negotiation among pupils, teachers and community.
2.  Including  Indigenous  and  other  minorities’  languages  in  the

curriculum, with the anticipation that this inclusion can help expedite the  educational  process  and  progress among  the  Indigenous  pupils

References
Md-Ali,  R.,  Veloo,  A.,  Shanmugam,  S.  K.  S.,  Yusoff,  Y.  J.,  &  Awang-Hashim,  R. (2021). The issues and challenges of mathematics teaching and learning in Malaysia orang  Asli  primary  schools  from  teachers’  perspectives.  Malaysian  Journal  of  Learning and Instruction, 18(2), 129-160. DOI: https://doi.org/10.32890/mjli2021.18.2.5

By: Aina Natisya (G2)

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The Problem with the School Ruler (Common Error)

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The Problem with the School Ruler (Common Error)

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Issue:
- Student have difficulty in understand the measurement of length
- Difficulty in using ruler to measure length properly

Solution:
- Introduce the rulers to the student. Give the students information about rulers, how to use, how to compare and others related to rulers
- Initially focus on creating simple (paper) rulers with a single unit, and only measure objects that give whole number answers or can be answered with statements such as “a bit more than three” or “nearly two”.
- Overtime, introduce the students to the commercial rulers that using conventional notation. ( zero is the starting point )

References
Drake. M. (2014). The problem with the school ruler. https://files.eric.ed.gov/fulltext/EJ1093323.pdf

Haziq Aiman G1

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Teaching Measurement Processes in the Primary School

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Teaching Measurement Processes in the Primary School

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(Nur Izzati)
Issues
- children mistake mass for size or volume, believing that the largest object has more mass
-children may not yet have become conscious in recognizing attributes in measurement

Solution
-for these issues, it is recommended that all topic areas in measurement be developed with children through five stages below:-
1. identifying the attributes to be measured
2. Comparing and ordering the attribute (no  number)
3. using non-standards units
4. using standards units
5. application of formulae

references:
Tom, C. (1993). Teaching Measurement Processes in the Primary School. The Centre for Mathematics and Science Education. https://research.qut.edu.au/ydc/wp-content/uploads/sites/181/2018/02/Teaching-Measurement-Processes-in-the-Primary-School.pdf

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Issue: misunderstand how to count units or which units to count as well as misinterpreting the meaning of the measurement value (McCool & Holland, 2012; Parmer, Garrison, Clements, & Sarama, 2011). Students believe cm is bigger than m as it has two letters, again with mm being bigger than m.

Solution:
start learning language as soon as they are introduced to measurement, using labels and materials to represent units and showing the students the numbers and units on the rulers.

Reference:
McCool, J. K., & Holland, C. (2012). Investigating measurement knowledge. Teaching Children Mathematics,
18, 542-548.

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Misconceptions for Teaching and Learning of Measurement of Length

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Misconceptions for Teaching and Learning of Measurement of Length

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Issues
-Lack of comprehension of the fundamental concepts of spatial measurement and their relationships and the procedures and formulas used for measuring length, area, and volume.
Common Misconceptions of Students in Measurement
(a)starting from 1
(b) ignoring the idea of unit iteration
(c) incorrect alignment with a ruler
(d) counting hash marks or numbers on a ruler
(e) focusing on end point while measuring with a ruler

Solution
Teacher must focus their teaching on meaningful understanding of measurement which are knowing how to do measure and

knowing what and why measure.  These two factors are very crucial in helping students to grasp the concept of measurement and avoid those mistakes mentioned.

References
Tan-Sisman, Gulcin & Aksu, Meral. (2016). A Study on Sixth Grade Students’ Misconceptions and Errors in Spatial Measurement: Length, Area, and Volume. International Journal of Science and Mathematics Education. 14. 1293–1319. 10.1007/s10763-015-9642-5.

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Issue:
Students are not capable to conserve the length of an object when it is transformed in a certain way (Piaget's theory of conservation) For example: When 2 equal paper strips are placed next to each other with 1 strip slightly moved upwards, students interpreted them as not equal in length.

Solutions:
Teacher should plan more activities that applies conservations to the point that it became basic facts for students when measuring length. Encourage students to measure more than once. When comparing objects with same length but different arrangements or placement, tell the students to rearrange them first before coming up with a conclusion.

Reference:
Clements, Douglas. (1999). Teaching Length Measurement: Research Challenges. School Science and Mathematics. 99. 5-11. 10.1111/j.1949-8594.1999.tb17440.x.

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 Students’ Misconceptions and Errors in Spatial Measurement (length)

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 Students’ Misconceptions and Errors in Spatial Measurement (length)

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Issue:

·        Starting from 1 rather than 0 (Incorrect alignment of a ruler)

·        Counting either hash marks or numbers on a ruler

·        Reporting the end point on a ruler

·        Believing that a ruler should be longer than the object being measured

·        Believing that cm is not suitable unit to measure in m.

Solution:

·        The teacher must teaching the students the concepts to understand are transitive reasoning, use of identical units, and iteration.

·        The teacher can develop some task to assess students’ understanding of transitive reasoning, identical units and iteration such as giving comparison.

·        Teachers need to provide opportunities for students to use objects for direct and indirect comparison in order to make judgements about length.

·        Give a task involving non-standard units require students to measure an object with a given unit

Reference:

Tan-Sisman, Gulcin & Aksu, Meral. (2016). A Study on Sixth Grade Students’ Misconceptions and Errors in Spatial Measurement: Length, Area, and Volume. International Journal of Science and Mathematics Education. 14. 1293–1319. 10.1007/s10763-015-9642-5.

-Nur Hazimah

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Issue:
Children tend to focus only on one endpoint when measuring.

Solution:
1. Construct lengths of a given size using a discrete representation, such as a series of Cuisenaire rods. Children were taught to match a string of Cuisenaire rods against a given path, even if the path was crooked, and then to use the rods to construct a straight path of equal length.

2. Teach the children to compare two lengths indirectly using a representation of each. They were shown that even if two objects cannot be placed side by side, their lengths can still be compared by representing them with a string or a paper strip and comparing these representations.

3. Children using units to measure lengths. It involved comparing the lengths of objects by comparing the number of units each of them measured and then iterating a single unit to measure a length.

Reference:
Hiebert, J. (1984). Why do some children have trouble learning measurement concepts?. The Arithmetic Teacher, 31(7), 19–24. http://www.jstor.org/stable/41192320

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Issue : Concept of length

Solution:
1. Teacher can show student picture or make own strip as figure 1.
2. Teacher teach student about coordinate both the subdivision and reconnection between parts.
3. Student need to measure it using ruler to see the outcome.
4. They can see that, both strip are the same. It shows that phsyical quantity does not change certain transformation. That way they understand the conceptual of length.

Reference:
Clements, Douglas & Battista, Michael. (2001). Length, perimeter, area, and volume. https://www.researchgate.net/publication/258933166_Length_perimeter_area_and_volume

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Misconception about Measurement of Length by Using Ruler 

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Misconception about Measurement of Length by Using Ruler 

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Issues:

Students did not know how to use a ruler to measure the length of line segments.

Some students would align the “1” on the ruler rather than the “0” with one end of a segment to measure.

Simply place the ruler anywhere next to the segment and read the mark nearest to one end.

Through the research, students were able to conserve length and iterate using the one-inch cardstock units. However, many had issues using the ruler.

Solutions:

tape the cardstock units together and build own rulers, each student having a chance to connect the concept of aligning units to the concept of the ruler in front of their eyes.

1. began with an activity that emphasized the conceptual component of measurement: iterating inch lengths.

2. use square inch pieces cut from an Ellison Machine to ensure accurate, uniform size.

3. with these and a handout of segments of 1, 2, 3, 4, 5, and 6 inches in length teachers can ask students to measure these lines using the units.

4. as teachers went through the activity, teachers can use square sticky notes (of the same color as the inch squares) on the whiteboard to clarify instruction, mimic student work and provide illustrations for discussion.

Reference

Gary Christie. (2012). Helping Children Understand Measurement Using a Ruler. https://kb.osu.edu/bitstream/handle/1811/78209/OJSM_65_Spring2012_40.pdf

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A Study on Sixth Grade Students’ Misconceptions and Errors in Spatial Measurement: Length, Area, and Volume

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A Study on Sixth Grade Students’ Misconceptions and Errors in Spatial Measurement: Length, Area, and Volume

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Issues:

Starting from 1 rather than 0, believing that a ruler should be longer than the object being measured, believing that cm is not suitable unit to measure in meters, believing that perimeter is constant when the shape is rearranged and using units of area/volume measurement

Solution:

References:

Tan-Sisman, Gulcin & Aksu, Meral. (2016). A Study on Sixth Grade Students’ Misconceptions and Errors in Spatial Measurement: Length, Area, and Volume. International Journal of Science and Mathematics Education. 14. 1293–1319. 10.1007/s10763-015-9642-5.

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Measurement Misconception - Misconception in the conversion of units.

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Measurement Misconception - Misconception in the conversion of units.

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Issue:
- Students were not really understand the concept of the conversion of units because they confused which unit is bigger.
- They also often use the wrong unit for ruler.

- Example: 1. Students confused either cm is bigger than m or m is bigger than cm.
2. Students use unit mm for cm and cm for mm.

Solution:
- Teacher should use concrete materials such as rope to show the students a clear example of the difference in length of each unit.
- Teacher use the conversion diagram to make sure the students can remember the conversion of unit rules clearly.

References:
Skye Meadows. (2017). Measurement Misconceptions. https://medium.com/@skye.meadows1/week-8-measurement-misconceptions-102e49d170ec#:~:text=Students%20believe%20cm%20is%20bigger,and%20units%20on%20the%20rulers.

Fatin Nur Azlidah (G4)

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Misconceptions for measurement of length

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Misconceptions for measurement of length

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Issue:
Children tend to focus only on one endpoint when measuring.

Solution:
When the children have problem with measuring by using the ruler, the teacher must teach them with the easier way to measure length of an object.

The teacher can teach them by comparing two lengths indirectly using a representation of each. The teacher can show the children others object to measure by using a string or a paper strip and then compare these representations.

Because of that, they can see and learn directly the different of lengths of the objects and can measure any object by using a ruler correctly.

References:
James Hiebert. (1984). Why do some children have trouble learning measurement concepts?. The Arithmetic Teacher, 31(7), 19-24. https://www.jstor.org/stable/41192320

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Misconception in measuring using the broken ruler

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Misconceptions and Errors in Spatial Measurement

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Misconceptions and Errors in Spatial Measurement

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Issue:
-  Students had difficulty to grasp the meaning of zero-point and the structure of a ruler
-students don't know to use the broken ruler for measure

Solution:
-Explain how to find the length of the broken ruler. Start the count by assuming the number start with '0'.
- the teachers back to basic. use the numberless ruler and compare with the broken ruler. so the students can be able to know and recognize how to use the broken ruler

Gulcin Tan-Sisman, & Aksu, M. (2016, October). A Study on Sixth Grade Students’ Misconceptions and Errors in Spatial Measurement: Length, Area, and Volume. ResearchGate; Springer Verlag. https://www.researchgate.net/publication/276163316_A_Study_on_Sixth_Grade_Students’_Misconceptions_and_Errors_in_Spatial_Measurement_Length_Area_and_Volume

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Teaching Preschoolers about Measuring Length

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Teaching Preschoolers about Measuring Length

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Name: Izzatul Miza
Group: 2

Issue:
Children are not truly able to conceptualize and measure length accurately until they reach the stage of concrete operations at around age 8.

Solution:
- Teachers can help children see the relationship of learning to measure and their everyday world. They also can take advantage of naturally occurring opportunities to explore the usefulness of being able to measure length.

- For example, when the teacher needs to make a new card for the job chart she might say, “Hey, let’s measure one of the other cards, so we can make the new one the same length.”

Reference
Sallee Beneke. (2016). Teaching preschoolers about measuring length. https://www.eclearningil.org/sites/default/files/hero-resources/microteach_length_5-24-16.pdf

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Issue:
- Students don't know whether starting from 1 or 0 when using a ruler
- Student difficulty to understand the concept of length

Solution:
-A teacher can use a numberless ruler because it easy for the student
- Tell the concept of the length with easy ways and use something around them like non-standard units in developing measurement concepts (body part, shoes, pencil and so on)

Reference
Veerendra. (2020).

Errors in Measurements. AplusTopper. https://www.aplustopper.com/errors-in-measurements/

Mi Yeon Lee, & Dionne Cross Francis. (2016). 5 Ways to Improve Children’s Understanding of Length Measurement. Teaching Children Mathematics, 23(4), 218–224. https://doi.org/10.5951/teacchilmath.23.4.021

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Errors in Measurements Since no measurement can be absolutely accurate, there will always be some sort of error in a measurement. An error is the difference between the measured value and the actual value. If an error cannot be eliminated or reduced, it must be considered as part of the measurement.…

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Students' Issues / Misconceptions / Common Errors for Measurement of Length

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Students' Issues / Misconceptions / Common Errors for Measurement of Length

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ISSUE :

One of the errors that can be observed is through incorrect scale reading either at the starting or ending point. In school for especially primary school students Level 1, they will have trouble measuring the length of object. For example, at the starting point of an object measured is not starting at 0 (zero), but at 1 and other numbers. Furthermore, even though the starting point is correct by starting at zero, sometimes some students also do not measure the final reading correctly instead the ending point read is added or subtracted by one. Not only that, the calculation of scale parts is also a challenge for them in identifying each line if the unit from 0cm to 1cm has 3 lines representing 4 parts (0.25cm each), 4 lines representing 5 parts (0.2cm each) and 9 lines representing 10 parts (0.1cm each). This is because, some students are considered unskilled and lack understanding of how to use ruler and also have incorrect scale reading.

SOLUTION :

As a measure to reduce the occurrence of incorrect scale reading among students, teachers should implement measurement exercises by using objects around the classroom. This exercise should be done for each student individually to ensure that each student knows how to perform the correct scale reading. When the teacher asks the student to state the answer, the teacher needs to ensure that each student obtains the answer with the correct measurement. If there are students who do not get the same answer, teacher can identify the students’ weaknesses by giving more attention to the students. In addition, teachers can start this measurement exercise by using simple or small objects first, then can use larger or complex objects if the students already expert about measurement concepts. Teachers should also remind students that when making a measurement, the starting point must start from 0 (zero). This is intended to make it easier for students read the scale and does not require additional calculations such as addition or subtraction to the sum of the measurements obtained.

REFERENCE :

Sisman, G. T., & Aksu, M. (2016). A study on sixth grade students’ misconceptions and errors in spatial measurement: Length, area, and volume. International Journal of Science and Mathematics Education, 14(7), 1293–1319. doi: 10.1007/s10763-015-9642-5.

- Afiq Irsyad Ali (G1) -

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Teaching and Learning Issues in Measurements of Length

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Teaching and Learning Issues in Measurements of Length

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Issues

-       Many of the students tend to use measurement instruments such as rulers in a rote algorithm, therefore they didn’t have any general logical reasoning towards the use of the measurement instruments instead only use them to get the answers.

-       Teachers are teaching the non-standard units too early may interfere the students’ development towards basic measurement concepts.

Solutions

-       Teachers must guide students towards measurement sense, for instance creating visible units to count their measurement and forge the connections between number and geometry.

-       Teachers must reconsider the sequence of students’ engagement in measurement experiences, and should vary the learning experiences in teaching measurements in length.

-       The concepts and procedures of the measurement instruments must be prioritized by the teachers towards students to deepen their ideas.

References

Clements, D. H. (1999). Teaching Length Measurement: Research Challenges. School Science and Mathematics, 99(1). 5-11. https://doi.org/10.1111/j.1949-8594.1999.tb17440.x

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Issue:
- Students may make parallax error which is a random error due to the inaccurate positioning of the eye when taking the reading of a measurement.

Solution:
- Refer to the diagram above, the correct reading should be 23.5 cm. This is because the correct position of the eye should be directly perpendicular to the edge of the book where the measurement is being made. The other two positions will result in parallax.

Reference:
Veerendra. (2020). Errors in Measurements. https://www.aplustopper.com/errors-in-measurements/

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Teaching and Learning issue of measurement

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Teaching and Learning issue of measurement

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Issue
- In research of Bragg and Outhred (2000b),6-8 years old children exhibited difficulty with the initial interval did not pay attention to the object and ruler relative position when using measuring strategy
-children undergo this difficulty when they say that an 8cm object measures as 10cm

Solution
-Students asked to trace around all sides of a ruler on a piece of paper to create a rectangle the same size and shape as the ruler.
-Then, draw lines across the rectangle for each one-inch segment.
-Hand each child a sheet and ask the students to cut the ruler drawing along the lines. Once they have the pieces cut out, point out that each segment is one inch, just like on their ruler, and objects can be measured in these increments.
-Have the kids line up various numbers of segments and count the pieces. For instance, if a child places five segments in a row, point out that the length is five inches.

Reference
Gómezescobar, A., Guerrero, S., & Fernández‑Cézar1, R. (2020). How Long Is It? Difficulties with Conventional Ruler Use in Children Aged 5 to 8. Early Childhood Education Journal, 1(48), 693–701. https://doi.org/10.1007/s10643-020-01030-y

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Misconceptions and Errors in Spatial Measurement: Length, Area and Volume

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Misconceptions and Errors in Spatial Measurement: Length, Area and Volume

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Issue:
Students’ errors and misconceptions while engaging in the conceptually and

procedurally oriented tasks on length, area, and volume measurement. The

findings indicated that the students participated in the study had quite shallow

understanding and skills in all three domains of measurement.

For example:
Confusing volume with surface area

Solution:
Designing inquiry-oriented mathematics instruction that highlights the

links between measurement concepts and skills provides students with meaningful opportunities to learn through comparison, contradiction, reasoning, reflections, and communicating ideas (Stipek, Givvin, Salmon & MacGyvers,

2001). Besides, inquiry-oriented teaching materials may enhance measurement

instruction. For instance, ruler construction activities might be designed to help

students explore the structure of ruler.

Referrence
Tan-Sisman, Gulcin & Aksu, Meral. (2016). A Study on Sixth Grade Students’ Misconceptions and Errors in Spatial Measurement: Length, Area, and Volume. International Journal of Science and Mathematics Education. 14. 1293–1319. 10.1007/s10763-015-9642-5.
https://www.researchgate.net/publication/276163316_A_Study_on_Sixth_Grade_Students'_Misconceptions_and_Errors_in_Spatial_Measurement_Length_Area_and_Volume

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Issues
- students might find linear measurement difficult to understand
- students learn a procedure for reading a ruler without really understanding that the answer represents the distance between the beginning point and the end point of the object

Solutions
- show how individual unit-long pieces could be lined up to make a measure, then introduce students to a ruler as a way to abbreviate this tedious process
- place zero a short distance from the end of the ruler because on such a ruler students must directly deal with the idea that the length of the object is the number of units between the endpoints

References:

Michael Drake. (2014).  Learning to measure length,  The problem with the school ruler . Australian Primary Mathematics Classroom (APMC). Victoria University of Wellington,  19 (3)

https://files.eric.ed.gov/fulltext/EJ1093323.pdf

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Measurement misconceptions - Tick Counting

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Measurement misconceptions - Tick Counting

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Issues:
Tick counting: Students count up by the tick marks on the ruler rather than the units.

Solutions:
Use broken rulers so that students are challenged to count by the units or using inanimate objects such as paper clips to understand that the lengths between each number of paper clip is one unit.

References:
Boucher, D. (n.d.). Measurement misconceptions - math coach's corner. Math Coach's Corner. Retrieved 25 February 2022, from http://www.mathcoachscorner.com/2012/05/measurement-misconceptions/

G4 Ng Zhi Ying

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Measurement Misconceptions - Math Coach's Corner

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Measurement can be a tough concept for students. Address these common misconceptions head-on. Free resource!

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Misconception to interprate the measurement of length

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Misconception to interprate the measurement of length

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Issues
- Student simply read the end-point of ruler mark instead of starting read at the zero-point.

Solution
-  Traditional wisdom to remedy this issue is to get students to focus on counting the units (the spaces) rather than the marks, a seemingly simple solution. Student need to teach to count on spaces between marks to get each answer for each question. It is can help student to answer various kind of measurement question if they are master in using this method

Reference

Michael D. (2014).  Learning to measure length,  The problem with the school ruler . Australian Primary Mathematics Classroom (APMC). Victoria University of Wellington,  19 (3)

https://files.eric.ed.gov/fulltext/EJ1093323.pdf

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Learning to measure length - The problem with the school ruler

Issue :
- Some students have difficulty understanding the measurement of length
- Children have difficulty using a ruler to measure length

Solution :
- Remember that when first introducing rulers, students will already have some knowledge of length measurement, such as being able to compare lengths. In all probability, they have also seen rulers but do not know how they work.
- Initially focus on creating simple (paper) rulers with a single unit, and only measure objects that give whole number answers or can be answered with statements such as “a bit more than three” or “nearly two”.
- Students need to create rulers with small units to measure short things and big units to measure long things.
- Push for accuracy. Scaffold the introduction of half units then quarter units. Over time, introduce students to the conventional notations used on commercial rulers, in particular using zero to indicate the start point for the measure.

References
Drake. M. (2014). The problem with the school ruler. https://files.eric.ed.gov/fulltext/EJ1093323.pdf

Fatin Farhana G4

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Difficulties Faced by Children to Use Conventional Ruler

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Difficulties Faced by Children to Use Conventional Ruler

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Issue:

Measuring lengths with a ruler is a challenge to primary school students.

Error & Solution:

Error 1: Some students place the object freely on the ruler to measure it.

Error 2: Some students place the object on the endpoint of the ruler to measure it.

Solution: Mathematics teachers have to teach the students to place the object at the zero mark on the ruler when measuring. The students have to measure the object from zero mark to get the correct length of the object. The teacher can also teach the counting marks method (Gómezescobar et al., 2020).

References

Gómezescobar, A., Guerrero, S., & Fernández‑Cézar, R. (2020). How long is it? Difficulties with conventional ruler use in children aged 5 to 8. Early Childhood Education Journal, 48, 693-701. https://doi.org/10.1007/s10643-020-01030-y

GOH QIAN HUI S3T2-6

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Measurement conceptions
Students often align their ruler by starting the measurement at 1 instead of 0, and this causes issues of accuracy.

Solution
- Using a numberless ruler. Measure and draw the lengths and asks students where are we counting from.

References
Meadows.S. (2017).

Measurement Misconceptions.

https://medium.com/@skye.meadows1/week-8-measurement-misconceptions-102e49d170ec

Drake. M. (2014). The problem with
the school ruler. https://files.eric.ed.gov/fulltext/EJ1093323.pdf

Susan C. Levine (n.d.). Children’s Understanding of Ruler Measurement and Units of Measure:
A Training Study. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.412.3572&rep=rep1&type=pdf

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"Measurement is a process of comparison. It involves comparing the attribute to be measured (e.g. mass) with a quantity of that attribute chosen as a unit (e.g. kg) in order to provide a number." (Monteleone, Week 8 lecture)

Ruler alignment
- Students often align their ruler by starting their measuring at 1 rather than 0, this causes issues for accuracy.
- Ways to eliminate this misconception could be using a numberless ruler, measuring and drawing the lengths and asking the students WHERE are we counting from?

Unit conversion
- Another common misconception is the conversion of units, it can be quite difficult when it is new to students. Students believe cm is bigger than m as it has two letters, again with mm being bigger than m.
- A way to minimise this misconception is to start learning language as soon as they are introduced to measurement, using labels and materials to represent units and showing the students the numbers and units on the rulers.

Sometimes language can have inaccurate associations (e.g. bigger = larger, taller, longer).
- A way to minimise this misconception is using lots of hands on resources and showing them the different measurements and uses for measurement and allow them to play around with materials themselves.

Another common area of difficulty or misconceptions could be conservation. Children may see an amount of area or mass transformed into a different shape however will remain the same measurement, students often find this difficult to comprehend, this goes the same for water volume. Using manipulatives is an effective way to allow them to visualise the transformation with the measurement remaining the same (Goodwin, & Goodwin, 1999).

More ways to avoid misconceptions can be measuring frequently, using real-life tasks, making sure students understand why we measure and the meaning behind it, being involved/hands on, discussing our findings, resources are helpful and linking measurement to other areas of mathematics (e.g. area = multiplication).
References
Goodwin, L., & Goodwin, W. (1999). Measurement myths and misconceptions. School Psychology Quarterly, 14(4), 408-427. http://dx.doi.org/10.1037/h0089017

Monteleone, C. 2017. Week 8 Lecture. Australian Catholic University.

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"Measurement is a process of comparison. It involves comparing the attribute to be measured (e.g. mass) with a quantity of that attribute chosen as a unit (e.g. kg) in order to provide a number."

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Misconception in basic measurement concept

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Misconception in basic measurement concept

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Measurement Misconception
- Student consider measurement as counting the numbers of line marks within the line segment.

Solution
- Use 5 chunks of 1cm strips and align end to end beside the line segment. Then, ask the student to count the number of strips. This is to reinforce the concept of measurement.

References
Misconceptions and Errors. (n.d.). Mathematics Navigator. https://www.westada.org/cms/lib8/ID01904074/Centricity/Domain/207/Misconceptions_Error%202.pdf

Ng Yun Jun (G4)

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Measurement Misconceptions

- Students often align their ruler by starting their measuring at 1 rather than 0, this causes issues for accuracy.

Solution
-Using a numberless ruler, measuring and drawing the lengths and asking the students where are we counting from?

References
Veerendra. (2020). Measurement Misconception. https://www.aplustopper.com/errors-in-measurements/

Meadows. S. (2017). Measurement Misconception. https://medium.com/@skye.meadows1/week-8-measurement-misconceptions-102e49d170ec

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Errors in Measurements Since no measurement can be absolutely accurate, there will always be some sort of error in a measurement. An error is the difference between the measured value and the actual value. If an error cannot be eliminated or reduced, it must be considered as part of the measurement.…

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Good Luck My Dear Students

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Teaching and Learning Issues Regarding Measurement of Length

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Teaching and Learning Issues Regarding Measurement of Length

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Nicholas
Issue:
- Students are not capable to conserve the length of an object when it is transformed in a certain way (Piaget's theory of conservation)
- For example: When 2 equal paper strips are placed next to each other with 1 strip slightly moved upwards, students interpreted them as not equal in length.

Solutions:
- Teacher should plan more activities that applies conservations to the point that it became basic facts for students when measuring length.
- Encourage students to measure more than once
- When comparing objects with same length but different arrangements or placement, tell the students to rearrange them first before coming up with a conclusion.

Reference:
Clements, Douglas. (1999). Teaching Length Measurement: Research Challenges. School Science and Mathematics. 99. 5-11. 10.1111/j.1949-8594.1999.tb17440.x.

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Misconceptions and Common Errors for measurement of length

- Starting from 1 rather than 0

- Ignoring the idea of unit iteration

- Incorrect alignment of a ruler

- Reporting the end point

- Counting numbers on a ruler

- Focusing on end point while measuring with a ruler

- Believing that a ruler should be longer than the object being measured

- Believing that cm is not suitable unit to measure in meters

- Mixing units of length with other units of measurement

Solution

- Teacher recognizes of students’ misconceptions and then restructuring instruction accordingly that allow a student to refine his/her existing naive ideas and to lead toward conceptual mastery of a particular topic.

- Lets students to know “how to do measure” and know “what and why measure”.

References

Tan Sisman, G., & Aksu, M. (2015). A study on sixth grade students’ misconceptions and errors in spatial measurement: Length, area, and volume. International Journal of Science and Mathematics Education, 14(7), 1293–1319. https://doi.org/10.1007/s10763-015-9642-5

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MISCONCEPTION ABOUT MEASUREMENT (CONVERSION IN LINEAR UNITS (LENGTH) BASED ON CLASSROOM FINDING

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MISCONCEPTION ABOUT MEASUREMENT (CONVERSION IN LINEAR UNITS (LENGTH) BASED ON CLASSROOM FINDING

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CONVERTING LINEAR UNITS

(Ojose, 2015)

Misconception

Grade 2 to 4

Question: Convert 40 cm to meters

Likely Student Answer: 40 cm = 4 meters

Explanation of Misconception:

Students should be acquainted with the customary units of length (inches, feet, yards, and miles) and the metric units of length (millimeters, centimeters, meters, and kilometers).

The student misses the idea that 100 centimeters is equal to 1 meter and dividing the 40 cm by 100 would have produced the right answer.

This is an arbitrary error associated with lack of conceptual knowledge.

SOLUTION

Give students a model of a standard unit and have them search for things that measure about the same as that one unit.

Have them make lists of things that are about 1 meter. Keep separate lists for things that are a little less (or more) or twice as long (or half as long).

Encourage students to find familiar items in their surroundings. In the case of lengths, be sure to include circular lengths.

Students can try to predict if a given object is more than, less than, or close to say, 1 meter.

References

Ojose, B. (2015). Common Misconceptions in Mathematics: Strategies to Correct Them. New York: University Press of America.

Mc Jacynther-PS3T2-G2-MTES3182

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Misconception in broken ruler

- Student have difficulty in determining the length of a line when the ruler is not aligned with the object starting at zero. This is because they count the marks or hashes on the ruler rather than the units.

- Measurement is difficult for students because they confuse counting and measuring. Some students will start measuring from the end of the ruler.

Solution

- Inch colour tiles are a good transition from nonstandard units to a ruler because kids can use both the colour tiles and a ruler to measure the length of objects.

References
Gulcin Tan Sisman & Meral Aksu. (2016). A Study On The Sixth Grade Students' Misconceptions and Errors In Spatial Measurement: Length, Area and Volume. International Journal of Science and Mathematics Education, 14(7). 1293-1319. http://dx.doi.org/10.1007/s10763-015-9642-5

Nicholas Hey. (2016). A Close Look At Measurement. https://slideplayer.com/slide/3564185/

Unknown. (2016). Measuring Up http://themathguy.blogspot.com/2016/04/measuring-up.html

Donna. (n.d). Measurement Misconceptions. https://www.mathcoachscorner.com/2012/05/measurement-misconceptions/