RUME 28
2026
Alexandria, Virginia
Preservice Teachers’ Reasoning About Area and Volume Measurements
Page: 1051
This preliminary research report examines how undergraduate elementary preservice teachers (PSTs) reason about area and volume measurements prior to receiving instruction in mathematics content course in algebra, geometry, and measurement topics. This is a pilot study for a larger project. The preliminary analysis results from the pre-assessment data of 27 PSTs indicate that they lack productive reasoning about area measurements and their conversions, and they also employ direct linear dimensions conversion strategies on the volume task. This highlights the need for instructional unit to focus explicitly on developing PSTs’ productive reasoning about area and volume measurements.