Co-measurement as the spine of arithmetic curriculum: tentative learning progression

Co-measurement as the spine of arithmetic curriculum: tentative learning progression.
Research report by Anastasia Lobanova at “Psychology and technology in mathematics education” conference.
March 18-21, 2019, Moscow, Russia.
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Elena Vysotskaya, Anastasia Lobanova, Iya Rekhtman and Mariya Yanishevskaya started from the premise that certain concepts in maths, including ratios are difficult for children to learn, and often remain difficult when it is later necessary to use this knowledge in secondary and high school, including classes of physics and chemistry.
There is also a strong evidence that math curricula fail to provide appropriate scaffolding for ratio-based concepts. One of the most psychologically adequate math curricula is based on the idea that number is a ratio between the quantity and its measure. Yet it deals only with one parameter and exploits only the part-whole relations. The authors of the study revise the measurement paradigm of Davydov’s math curriculum and explore the potential to present the idea of measurement in the context of co-measurement, i.e. the coordinated measurement of two different values to control the corresponding intrinsic value.
Expected benefits in terms of students’ goal-oriented actions are discussed. Lobanova also presents a tentative learning progression based on co-measurement.
Please share this video with those who might be interested in it, whether kindergarten and preschool teachers, education researchers, parents or preschool principals.
Русская версия видео: h • Совместное измерение к...