1. This Mathematics Education professional development endeavours to: Enlighten- about content that is important, trust your own thinking Emancipate- you control the learning about mathematics and reading that it is not static, there is more than one way to learn and learning makes sense Empower- create interesting, energetic learning environments

2. Measurement: Mathematical Concepts through Language Experiences Rosemary Irons Queensland University of Technology Brisbane, Australia r.irons@qut.edu.au or mathmates@ozemail.com.au

4. What is measurement?

5. Measurement involves finding and reporting the amount of an attribute that is present in an object or event. Length (height, width, depth, distance, etc.) Mass Capacity Time Angle Temperature Area Volume

6. Length (height, width, depth, distance, etc.) Mass Capacity Time Angle Temperature These attributes are generally measured with a tool and have distinct, but often related units associated with each. L kg cm m ° hr

7. Area Volume These attributes are generally measured using a rule (formula) and reported using a variation of some units already introduced. cm 2 m 3

8. Concept – what is mass? Mass is the amount of substance. Weight is the measure of the force of gravity. It is related to mass but varies according to the gravitational effect. What is your mass on the moon?

9. Skill – how do we measure mass? The skill involves the ability to use the tools and work with the various units.

10. Child's language heavylight Children must heft objects to learn about the concept of mass. They need to feel the weight (pull) of the object. Mass is never taught using pictures. An older book used could be Fishy Scales

11. Collect various objects that are: a large size with a small mass small objects with a great mass

12. Materials language nailswashers This step must stress counting. glass beads

13. Objects balanced with blocks/washers/stones. Then complete a count. Materials language The language that comes from using concrete and pictorial materials.

14. Mathematical language kilogram gram Ask for donations of kilograms of flour or sugar to provide enough opportunities for the children to heft the mass of a kilogram.

15. Symbol language kgg

16. Concept – what is capacity? The amount a container holds.

17. Skill – how do we measure capacity? The skill involves the ability to use the tools and work with the various units.

18. Child's language big little fullempty holds a lotholds a little

19. Materials language cupfulsspoons This step must stress counting.

20. Mathematical language Litremillilitre Note the capital L on litre.

21. Symbol language L mL Note the use of capital L.

22. Enjoy the explorations and investigations with measurement while you interact with your own groups of children.

23. With length language, in the early years children also need to hear the words: distance- used with paces, foot lengths perimeter- as boundaries and edges with bricks, sticks Example of the language stages for perimeter, beyond the early childhood years

24. Language development Child's language Boundary, around, edge, short, long

25. Materials language tiles on the border bricks around the edge These are sometimes called non-standard units. This step must stress counting.

26. Mathematical language and concepts for rectangles – to find the perimeter… add the lengths of all sides; or double the numbers that represent the length and the width and add; or add the numbers that represent the length and the width and then double length width

27. Symbolic language Perimeter of a rectangle is 2 x L + 2 x W = P or 2 x (L + W ) = P or 2(L+W) = P