“MEASUREMENT!” THAT REPLY is the most common answer we receive from middle-grades teachers of mathematics when we ask, “What content strand gives your students the most difficulty?” Why measurement? What is so difficult about this strand? Is measurement important? What can we do to improve the situation with measurement? What tools or materials or ideas do teachers need to help students? We discuss these questions and provide examples that we believe are promising solutions to the problem but that do not take away from other mathematical strands.
RON PRESTON is interested in measurement, mathematical modeling, and curriculum development.
TONY THOMPSON is interested in measurement, the cultural impact on the teaching and learning of mathematics, and policy issues in education.