We examine the effects of 3 interventions designed to support Grades 2-5 children's growth in measuring rectangular regions in different ways. We employed the microgenetic method to observe and describe conceptual transitions and investigate how they may have been prompted by the interventions. We compared the interventions with respect to…

This paper describes a retrospective analysis of data collected during a 4-year longitudinal study on children's thinking about measurement through a teaching experiment methodology. It focuses on results from individual interviews with two students on volume measurement. Data analysis was guided by Sarama and Clements' (2009) learning trajectory…