Sixth Grade Students’ Performance on Length, Area, and Volume Measurement

Abstract

The purpose of this study was to investigate sixth grade students’ conceptual and procedural knowledge and word problem solving skills in the domain of length, area, andvolume measurement. Through Conceptual Knowledge, Procedural Knowledge, and WordProblemTests, data was collected from 445 sixth-grade students attending public primaryschools in Ankara, Turkey. The findings revealed that the students were more successful incomputational tasks than tasks requiring acquisition and coordination of underpinnings ofmeasurement. A significant relationship not only between the tests, but also between thedomains of measurement was observed. The overall performances of the students on the testssignificantly differed according to previous mathematics achievement, but no gender differencewas observed.