When counting cubes is not enough: Exploring Volume Measurement Dynamically

Although measurement is classified as one of the main domains in the CCSS-M that spans all elementary grades K-5, international comparative studies show that U.S. student performance on measurement is very low. Aiming to resolve students’ difficulties and help them develop a conceptual understanding of volume, this study explores an innovative way for students to experience volume measurement, what we refer to as Dynamic Measurement for Volume (DYME-V). DYME-V engages students in building 3D objects through dynamic experiences of ‘sweeping’ lengths and ‘extruding’ areas, constructing in that way a meaning of volume as a continuous structure that can dynamically change based on three linear measures: length, width and height. Dr. Panorkou uses a design-based research methodology to design, study and refine dynamic tasks for developing students’ DYME-V through a series of design experiments with students.  During this process, she monitors effects on student learning and documents changes in student reasoning about volume measurement aiming to construct a learning trajectory of how students’ DYME-V reasoning may progress over time. The DYME-V approach opens up novel avenues toward transforming the learning and teaching of measurement by utilizing technology, which makes this abstract concept significantly more accessible to students.