The effects of different pedagogical approaches o the learning of length measurement in kindergarten 
Donna Kotsopoulos, Samantha Makosz, Joanna Zambrzycka, Katharine McCarthy

We gonna see pedagogical approaches of guided instruction, center-based learning, and free exploration in the context of a play. Early mathematics learning appears to be particularly advantageous to a child's future success in mathematics. Children were expected to "measure and compare length of objects/materials, and the passage of time, using non-standard and standard units, through free exploration, focused exploration, and guided activity". Teachers use measurement tasks can involve precise measurements using various units of measurement or the visual perceptual comparison of the relative lengths of two objects to determine which is longer or shorter. In recent research shows that the majority of young children come to school already knowing how to use rulers and with some understanding of the unit representation on rulers (Mac-Donald and Lowrie 2011). Center-based learning is based upon a constructivist theory where children's discovery is facilitated through well-designed learning tasks (Clements and Battista 1990; Cobb and Yackel 1996). Children were asked to create a worm using modelling clay, children were introduced to 30cm rulers, the concept of using body parts to measure was introduced as well as the 100cm measuring stick.