Measure Up (MU) is an elementary grades curriculum and development project that began at CRDG in 2001. The Russian elementary curriculum was developed by V. V. Davydov and D. B. El’konin (1975a, 1975b) and translated into English. CRDG researchers have been studying the adaptation and implementation of this curriculum in a U.S. context.
Where most contemporary curricula assume number as the most basic concept, MU uses children’s everyday knowledge of measurement as the context for exploring and developing mathematics. Concepts such as unit, iteration, equality, commutativity, and transitivity are first introduced through work with non-numeric quantities of length, area, volume, and mass. This leads to work with the number line, regrouping, place value, and rational numbers.
Selected Presentations about Measure Up
Venenciano, L. (2016, July). Using measurement as a vehicle for developing mathematics thinking. Paper presented at the 13th International Congress on Mathematical Education, Hamburg, Germany.
Venenciano, L., & Slovin, H. (2015, June). Learning place value through a measurement context. Paper presented at the International Commission on Mathematical Instruction Study 23, Primary Mathematics Study on Whole Number. Macao, Macau.
Slovin, H., Zenigami, F., & Venenciano, L. (2014, November). Elementary students’ “conversations” about reasoning: Using units to build convincing arguments and explanations. Paper presented at the Pacific Circle Consortium Conference annual conference, Sydney, Australia.
Slovin, H., & Venenciano, L. (2008, July). Success in algebra. Paper presented at the Joint Meeting of the 32nd Conference of the International Group of the Psychology of Mathematics Education (PME) and the XXXeth Annual Meeting of the North American Chapter of the IGPME (PME-NA), Morelia, Michoacan, Mexico.
Selected Publications about Measure Up
Dougherty, B. (2008). Measure Up: A quantitative view of early algebra. In J. J. Kaput, D. W. Carraher, & M. L. Blanton (Eds.), Algebra in the early grades (pp. 389–412). New York: Erlbaum.
Dougherty, B., & Slovin, H. (2004). Generalized diagrams as a tool for young children’s problem solving. In M. J. Hoines, & A. B. Fuglestad (Eds.), Proceedings of the 28th Annual Meeting of the International Group for the Psychology of Mathematics Education, Vol. 2. (pp. 295–302). Bergen, Norway: Bergen University College.
Venenciano, L., & Heck, R. (2016). Proposing and testing a model to explain algebra preparedness. Educational Studies in Mathematics, 92, 21–35.
Venenciano, L., Slovin, H., & Zenigami, F. (2015). Learning place value through a measurement context. In X. H. Sun, B. Kaur, & J. Novotna (Eds.), Proceedings of the ICMI Study 23: Primary mathematics study on whole number, 575–582. Macao, China. ISSN: 978-99965-1-066-3. Retrieved from http://www.umac.mo/fed/ICMI23/proceedings.html
Venenciano, L., & Dougherty, B. (2014). Addressing priorities for elementary grades Mathematics. For the Learning of Mathematics, 34(1), 18–23.
Dougherty, B., & Venenciano, L. (2007). Measure Up for understanding. Teaching Children Mathematics, 13(9), 452-456.
Slovin, H., & Venenciano, L. (2008). Success in algebra. In O. Figueras, J. L. Cortina, S. Alatorre, T. Rojano, & A. Sepúlveda. (Eds.), Proceedings of the Joint Meeting of PME 32 and PME-NA XXX, 4, 273–280. Morelia, México: Cinvestau-UMSNH.
Okazaki, C., Zenigami, F., & Dougherty, B. (2006). Classroom research informs Measure Up: A different look at elementary mathematics. In S.Z. Smith and M.E. Smith (Eds.) Teachers engaged in research: Inquiry into mathematics classrooms, Prekindergarten – grade 2. Greenwich, CN: Information Age Publishing.