Conference Poster
Citation
Smith, H., Perez, L., & Closser, A. H. (November, 2022). Exploring successful measurement estimation strategies among novice and advanced learners [Poster paper]. To be included in Proceedings of the Forty-Fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Nashville, TN.
Project Overview
Accurate measurement estimation is a foundational mathematical skill that supports learning both inside and outside the classroom. This study examined how learners at different developmental levels use measurement strategies and how those strategies relate to estimation accuracy.
Specifically, we investigated whether using a start-point marker strategy—aligning measurement from a fixed reference point such as the edge of an object—improved estimation accuracy among elementary students (novice learners) and college students (advanced learners).
Specifically, we investigated whether using a start-point marker strategy—aligning measurement from a fixed reference point such as the edge of an object—improved estimation accuracy among elementary students (novice learners) and college students (advanced learners).
Research Questions
- How frequently do elementary and college students use a start-point marker strategy when estimating measurements?
- How does use of a start-point marker strategy affect estimation accuracy?
- Does the relationship between strategy use and accuracy differ between novice and advanced learners?
My Role
- Co-designed the study with the research team
- Supported data coding and analysis of problem-solving behaviors captured via video recordings
- Co-authored and presented the accepted conference poster
Methods
Participants
- 25 undergraduate students
- 15 elementary school students
Task
Participants were asked to estimate the diameter of a physical object (a sphere) without using formal measuring tools.
Data Collection
- Video recordings captured participants’ problem-solving processes
- Behavioral coding focused on whether participants used a start-point marker strategy
Measures
- Strategy Use: Binary indicator of start-point marker usage
- Estimation Accuracy: Percent error calculated relative to the true measurement
Analytical Approach
- Descriptive statistics to examine frequency of strategy use by age group
- 2 × 2 ANOVA (Age × Strategy Use) to assess differences in estimation accuracy
- Interaction analysis to evaluate whether strategy effectiveness differed by learner level
Key Findings
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Strategy Use:
- 72% of college students and 67% of elementary students used a start-point marker strategy
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Accuracy Effects:
- Participants who used a start-point marker had significantly lower estimation error than those who did not
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Interaction Effect:
- When participants did not use a start-point marker, elementary students showed significantly higher error than college students
- When elementary students did use a start-point marker, their accuracy improved substantially and was comparable to advanced learners
Why This Matters
These findings demonstrate that strategy choice—not just learner age or experience—plays a critical role in estimation accuracy. Teaching novice learners explicit measurement strategies, such as start-point alignment, may significantly improve performance and reduce observed gaps between novice and advanced learners.
This study contributes empirical evidence to the learning sciences literature on measurement instruction, with direct implications for classroom practice and instructional design.
This study contributes empirical evidence to the learning sciences literature on measurement instruction, with direct implications for classroom practice and instructional design.
Skills Demonstrated
- Research design and experimental methods
- Behavioral coding and operationalization of cognitive strategies
- Statistical analysis (ANOVA, interaction effects)
- Academic writing and conference presentation
- Translating research findings into instructional implications