Montessori Mathematics Curriculum and Lower Elementary Students Understanding of Length Measurement

The intent of this action research project was to determine to what extent the Montessori Mathematics curriculum support lower elementary students’ understanding of length measurement. The research took place in a private Montessori school classroom with first and second-grade students. There were 22 students in the class, 11 first graders, and 11 second-graders. Data was collected through a pre and post-test, field notes, and observations. The students also kept a journal and performed self-assessments. Photographs were taken to record the students’ use of different measurement tools. Children’s literature about length measurement was read and discussed with the students. The data indicated that students in first and second grade have a difficult time understanding length measurement, particularly reading standard measurement tools. While the Montessori mathematics curriculum supports student understanding of length measurement, it is clear that some of the students need to have other opportunities using nonstandard tools. Overall, the Montessori mathematics curriculum supported students understanding of length measurement. The findings suggest that additional materials need to be introduced in the classroom for students to utilize, and many opportunities are available to measure with nonstandard tools to completely understand measurement and length