Part I Commentary 1: Deepening the Analysis of Students’ Reasoning About Length

  • Michael T. BattistaEmail author
  • Leah M. Frazee
  • Michael L. Winer
Part of the Research in Mathematics Education book series (RME)


To highlight mutually beneficial intersections between research in psychology and mathematics education, in this commentary, we connect our measurement research to that of Congdon et al. We illustrate how our qualitative investigation of measurement reasoning can elaborate, deepen, and introduce additional perspectives and insights into the research. We discuss three points of intersection: non-measurement reasoning as elaboration of intuition and a bridge to measurement reasoning; understanding and misunderstanding of rulers; and what students actually count in their attempts at length iterations. Our research also extends some of the ideas from early childhood to elementary school.


Measurement Length Unit Ruler Count 


  1. Battista, M. T. (2006). Levels of sophistication in elementary students’ reasoning about length. Presentation given at the annual meeting of the American Educational Research Association, San Francisco.Google Scholar
  2. Battista, M. T. (2012). Cognition based assessment and teaching of geometric measurement (length, area, and volume): Building on students’ reasoning. Heinemann.Google Scholar
  3. Congdon, E. L., Vasilyeva, M., Mix, K. S., & Levine, S. C. (2018). From intuitive spatial measurement to understanding of units. In K. S. Mix & M. T. Battista (Eds.), Visualizing mathematics: The role of spatial reasoning in mathematical thought. Springer.Google Scholar
  4. Steffe, L. (2010). Articulation of the reorganization hypothesis. In L. P. Steffe & J. Olive (Eds.), Children’s fractional knowledge. New York: Springer.CrossRefGoogle Scholar

Copyright information

© Springer Nature Switzerland AG 2018

Authors and Affiliations

  • Michael T. Battista
    • 1
    Email author
  • Leah M. Frazee
    • 2
  • Michael L. Winer
    • 3
  1. 1.Department of Teaching and LearningThe Ohio State UniversityColumbusUSA
  2. 2.Department of Mathematical SciencesCentral Connecticut State UniversityNew BritainUSA
  3. 3.Department of MathematicsEastern Washington UniversityCheneyUSA

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