Concrete materials to teach conventional measures in second grade

Abstract

This study focused on the implementation of concrete resources for teaching non-conventional measurement concepts in second-grade Mathematics. The initial diagnosis revealed limited use of such resources in teaching practice. A pragmatic paradigm was adopted, with a mixed-methods approach and a sequential explanatory design (QUAN–qual), which enabled a comprehensive analysis of the phenomenon. Three instructional sessions were conducted using concrete materials: the first addressed mass measurement, the second capacity, and the third length. The results showed positive effects on student learning, confirming that concrete materials support the understanding of non-conventional measurements and strengthen students’ interest and attention. These resources proved effective due to children’s positive cognitive response to novel stimuli. The findings also indicated that, for students aged six and seven, the use of concrete resources requires a clear academic purpose focused on curricular content, to enhance cognitive skills and prevent distraction during the learning process.