The study of measurement: A comparative study between the United States and Spain

Resumo

This comparative research analyzes the use of visual support aids by measurement instruction in United States and Spanish lower primary and lower secondary classes. Visual supports—such as diagrams, models, and simulations—enhance conceptual understanding by relating abstract and concrete thinking. Classroom observation, teacher interviews, student testing, and material examination were carried out in 20 schools across each country during the research, and the effect of visual aids on procedure and concept math learning was ascertained. Results show that Spanish classrooms use visual supports more deliberately and strongly than U.S. classrooms. Spanish teachers used visual supports routinely in class and conceptually relevant, whereas U.S. teachers saw visuals as being adjunctive, rather than main. Spanish students were more engaged and possessed a higher level of conceptual knowledge, as was indicated in a Measurement Proficiency Assessment (MPA), where their post-test gain over the pre-test was higher than that of the U.S. students, especially on conceptual items. The study found that teacher preparation, beliefs, and curriculum alignment affect the use and effectiveness of visual aids notably. Visual pedagogy is facilitated by curricular policy and systemic support in Spain, but high-stakes testing and decentralized policy in the U.S. restrict its application. The findings show that the integration of visual supports in a harmonious way, supported by policy and teacher preparation, enhances learning outcome improvement and mathematics instruction equity.