Accessing high quality mathematics instruction in measures: Reporting on a constructivist and project-based approach in primary schools

International and national assessments reveal that Irish primary pupils perform relatively poorly in measurement. This study explores the impact of a constructivist teaching intervention on pupil’s understanding and experiences with measures. Two groups of sixth class pupils, control and intervention, from similar class sizes and school settings participated in the study. Pre-intervention assessments evaluated proficiency in Measures. The intervention group participated in a six-week intervention where pupils engaged in constructivist, project-based activities. They also participated in focus group interviews and surveys investigating their experiences and dispositions towards measurement. During the same period, the control group engaged with measures using a traditional textbook teaching approach. Following the intervention, both groups engaged in post-test assessments and a maths trail practical test to assess their hands-on measurement skills. The intervention group again participated in surveys and focus group interviews. Findings reveal that the intervention had little impact on content performance and minimal improvements in problem solving skills. The practical tests highlighted significant improvement for the intervention group in the ‘hands on’ application of skills such as physically measuring items, conservation, and estimation and more positive attitudes toward mathematics.