Applying cognition-based assessment to elementary school students' development of understanding of area and volume measurement

  • Battista M
  • 2

    Readers

    Mendeley users who have this article in their library.
  • N/A

    Citations

    Citations of this article.

Abstract

As part of a discussion of cognition-based assessment (CBA) for elementary school mathematics, I describe assessment tasks for area and volume measurement and a research-based conceptual framework for interpreting students' reasoning on these tasks. At the core of this conceptual framework is the notion of levels of sophistication. I provide details on an integrated set of levels for area and volume measurement that (a) starts with the informal, preinstructional reasoning typically possessed by students, (b) ends with the formal mathematical concepts targeted by instruction, and (c) indicates cognitive plateaus reached by students in moving from (a) to (b).

Get free article suggestions today

Mendeley saves you time finding and organizing research

Sign up here
Already have an account ?Sign in

Find this document

There are no full text links

Authors

  • Michael T Battista

Cite this document

Choose a citation style from the tabs below

Save time finding and organizing research with Mendeley

Sign up for free