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The sixteenth Journal for Research in Mathematics Education (JRME) Monograph is a report on a four-year-long multisite longitudinal study that studied children's thinking and learning about geometric measurement. This project studied the developing knowledge of continuous quantity in geometric measurement contexts of children from prekindergarten to grade 5.

Based on extensive research conducted by the authors, this book is designed to help classroom teachers understand, monitor, and guide the development of students' reasoning and sense making about core ideas in elementary school mathematics. It illustrates the nature of these skills using classroom vignettes and actual student work in conjunction with instructional tasks and learning progressions.

Focuses on the specialized pedagogical content knowledge that you need to teach geometry and measurement effectively in prekindergarten to grade 2. The authors demonstrate how to use this multifaceted knowledge to address the big ideas and essential understandings that students must develop for success with these concepts.

With the 1989 release of Everybody Counts by the Mathematical Sciences Education Board (MSEB) of the National Research Council and the Curriculum and Evaluation Standards for School Mathematics by the National Council of Teachers of Mathematics (NCTM), the "standards movement" in K-12 education was launched. Since that time, the MSEB and the NCTM have remained committed to deepening the public debate, discourse, and understanding of the princi...