Vergleichen, Messen, Schätzen – Grössen im Mathematikunterricht

Building Robust Size Concepts

How heavy is 200 grams? Who has the largest children's room? Can I jump as far as a flea? And how long is a moment, anyway? For children to answer such questions, they need size concepts. The educational standards for mathematics define this as a goal of mathematics instruction in elementary school. But what are "size concepts"? And how can a teacher support children in developing and expanding them?

This practical guide covers the areas of "lengths," "money," "areas," "volumes," "time," and "weights." The focus is on the core activities involved in dealing with sizes: comparing, measuring, and estimating. Engaging with these activities, along with the interplay of foundational knowledge and concepts, is crucial for building size concepts. The authors explain for each size area:

• What are the specific characteristics of this size area?
• What prior knowledge do children have in different school years?
• What diagnostic tasks can teachers use to assess the learning progress in their class?
• How can lessons be designed so that children can build size concepts?

In detailed teaching modules, readers will find practical suggestions on how children can develop robust size concepts through comparing, measuring, and estimating.

This guide is aimed at mathematics teachers in elementary schools, students, trainees, and individuals involved in teacher training.