The Conceptual and Procedural Knowl

The Conceptual and Procedural Knowledge Elements of Length Measurement Embedded in the Curriculum Guide The major focus of content analysis here was to identify all instances of conceptual and procedural knowledge of length measurement in the written curriculum. Hence, each aspect of length measurement in the curriculum guide (e.g. the learning objectives, suggested instructional activities, sample problems for assessing students’ learning, etc.) was analyzed according to
the framework. The conceptual knowledge elements refer to the conceptual underpinnings of length measurement that rationalize the procedures involved in measuring length. In a similar vein, the procedural knowledge elements refer to techniques, tools, and formulas used for measuring length. With regard to the learning objectives, there are a total 34 objectives for the topic of linear measurement from first grade to fifth grade. Only one of them in fourth grade is related to adoption of the metric system in the years of 1925 – 1931. Table 3 indicates the learning objectives in a detailed manner. Considering the conceptual and procedural knowledge elements embedded in the objectives, it was observed that most of them is procedurally dominated. The learning objectives classified as procedurally dominated include direct comparison, visual comparison, visual estimation, measuring with nonstandard and standard units, carrying out conversions, and using formula for calculating perimeter. Conversely, conceptually dominated learning objectives include the understanding of the need for standard units of length measurement, understanding the relationship between units of length measurement (meter–centimeter; kilometer–millimeter; centimeter–millimeter; meter–kilometer), the concept of perimeter as a distance around an object, the relationship between side lengths and perimeter of a shape, and the notion that different shapes may have the same perimeter. Among six vital concepts of linear measurement, as explained earlier, none of them was mentioned explicitly in the learning objectives.