ABSTRACT
In the context of non-standard measurement in second grade of primary school, connections related to the mathematical foundations of length measurement are perceived as an important focus of attention when seeking to gain a better understanding of such a context. Key concepts related to the learning of length measurement are analysed and an explicit configuration of the problematic situations, representations, definitions, properties, procedures and arguments is proposed. Learning opportunities stemming from connections are described and analysed with relation to teachers’ and students’ interventions in the classroom. This chapter discusses the relationship between extra- and intra-mathematical connections and the role of a teacher’s knowledge in the use of learning opportunities emerging from such connections. Our results suggest that extra-mathematical connections are strongly based on intra-mathematical connections and confirm that different types of knowledge can help teachers to make the most of the learning opportunities arising from connections in a classroom context.
