"To examine preservice teachers' understandings of volume and its measurement, this study explored how seven preservice teachers conceived of and measured volume in everyday and school contexts through task-based interviews. The interviews were audio- and video-recorded, and notes written during the interviews were collected as well. The collected data was analyzed according to the coding scheme inductively developed for this study. The preservice teachers in this study revealed different understandings about volume and its measurement by contexts: volume as capacity and its measurement by filling--revealed in everyday contexts-- and volume as geometric volume and its measurement by calculation--revealed in school contexts. The findings of this study point to the need for enriching connections between everyday and school mathematics knowledge in volume measurement instruction."--Page ii.
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