Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6805
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dc.contributor.authorHarrison, Avery
dc.contributor.authorSmith, Hannah
dc.contributor.authorBotelho, Anthony
dc.contributor.authorOttmar, Erin
dc.contributor.authorArroyo, Ivon
dc.date.accessioned2020-07-08T23:53:47Z
dc.date.accessioned2020-07-09T04:32:45Z-
dc.date.available2020-07-08T23:53:47Z
dc.date.available2020-07-09T04:32:45Z-
dc.date.issued2020-06
dc.identifier.citationHarrison, A., Smith, H., Botelho, A., Ottmar, E., & Arroyo, I. (2020). For Good Measure: Identifying Student Measurement Estimation Strategies Through Actions, Language, and Gesture. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 869-870). Nashville, Tennessee: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2020.869
dc.identifier.urihttps://repository.isls.org//handle/1/6805-
dc.description.abstractMeasurement informs our actions and decisions well beyond school, necessitating that students develop a conceptual understanding of measurement alongside the procedural ability to measure objects. We present a first attempt to explore how students express their understanding of measurement by analyzing the behavior of college and elementary students as they completed measurement estimation tasks. We clustered observable student behavior to identify six profiles of behavioral strategies which may indicate different levels of conceptual understanding.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.subjectLearning and Identityen_US
dc.titleFor Good Measure: Identifying Student Measurement Estimation Strategies Through Actions, Language, and Gestureen_US
dc.typePosteren_US
Appears in Collections:ICLS 2020

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