Education research studies* have consistently shown that students do not understand the tools that they use in geometry and for measurement, such as rulers and protractors. An underlying cause for this problem is that students very often have only a shallow and fragmented understanding of what it is that they are trying to measure; such as the concepts of angle, length, area and volume.
Our mission at OLM is to develop tools and their associated publications that can facilitate deep, flexible, understanding of geometry and measurement by the students who use them.
Find out more about:
Butuner, S & Fillz, M (2016) Exploring high achieving sixth grade student’s erroneous answers and misconceptions on the angle concept. International Journal of mathematical education in science and technology, 2014.
Smith, J & Barrett, J (2017). Learning and teaching measurement: Coordinating quantity and number. In J.Cai (Ed.), Compendium for research in mathematics education. Reston, VA: NCTM
Tan-Sisman, G, & Aksu, M (2012). A study on sixth grade student’s misconceptions and errors in spatial measurement: Length, area and volume. International Journal of Science and Mathematics Education (October 2016)