An understanding of concepts related to geometric measurement is considered to be critical to the development of individuals’ mathematics knowledge. Specifically, the National Mathematics Advisory Panel’s 2008 report listed the skills of area and perimeter as foundational for algebra readiness. Yet, this content knowledge continues to be an underdeveloped skill area for many school–age children and especially those with learning disabilities. This article provides educators with the following four strategies that are grounded in research and can be implemented during instruction on area and perimeter: (a) instruction using manipulatives, (b) focusing on salient variables within problems, (c) utilizing visual–chunking representations, and (d) incorporating contextualized scenarios and experiences.

理解与几何测量相关的概念被认为对个人数学知识的发展至关重要。具体来说，国家数学咨询小组 2008 年的报告将面积和周长技能列为准备代数的基础。然而，对于许多学龄儿童，尤其是有学习障碍的儿童来说，这种内容知识仍然是一个欠发达的技能领域。本文为教育工作者提供了以下四种基于研究的策略，并且可以在区域和周长的教学中实施：(a) 使用操作的教学，(b) 关注问题中的显着变量，(c) 利用视觉块表示，以及 (d) 结合情境化的场景和经验。