Conditions of length measurement using lenyor for pupils 2nd and 4th graders elementary schools

Abstract

The aim of the paper was to determine how successfully pupils of the 2nd and 4th grades mastered the term length measurement using the measuring tool - ruler. We focused on the following components: the starting point - zero-point, additivity, division, linking of measuring units and distance accumulation, and based on them, devised assignments for pupils. The sample of the research consists of 145 pupils, of which 72 are pupils of the 2nd grade and 73 pupils of the 4th grade. A descriptive method is applied. The results of the research and pupil responses are in line with other research and indicate that the pupils' understanding of the measurement process is incomplete and very poor, as well as that the understanding of the scale measurement representation is lacking. Recommendations for teaching in the form of pedagogical implications are that pupils should first meet with non-standard units of measurement, followed by a standard ones, and establish a clear connection with the construction of the measurement scale. It is necessary to focus on the development of the basic components of the concept of length measurements using the measuring tool while working with pupils, as well as the designing of activities such as: self-made rulers, measure with the broken rulers, the use of unnumbered scales etc., which would prevent the occurrence of common pupil mistakes.