以長度、體積和輕重的測量為題，探討學童一年級到四年級對於「測量」涵義的了解及度量的操作技能。將「測量」概念的認知分成：觀測量屬性的確認及觀測量之比較及排序、應用現成的工具度量、能權宜的運用方便的工具和合適的單位替代使用、換算不同單位的度量值、靈活運用度量策略等一共五個層次。在日常生活中，不同的觀測量由於其常用熟悉的程度不同，對兒童而言學習的難度也不同。能靈活應用測量的概念來解決度量問題的程度也不同。

　　　　　This paper represents a survey of measurement of attributes in the elementary school. A face-to-face perform test had practiced in the first to fouth grade students about length, volume and weightmeasurements. We suggested a model of division for the profound significance of measurement into five levels: (a) Destinguishing, identifying the attributes and attributes and making comparison, seriation. (b) Using a convenient apparatily accuracy and reading, recording the data correctly. (c) Selecting a fit substitutive tools and choosing a suitable unit and can make a equivalent conversion. (e) Applying the relationship of attributes and effective stratagem to ameasuring problem. The results of this test show that before grade one, students have well reached (a) level already. But the progress of next (b), (c), (d) steps is different in each attributet. The "length" measurement is the most easy to handle among these attributes. Most students failed in level (e), using the relationship between attributes and other variables to estimate or suggesting clever stratagem to solve flexuous measurement problems. This fact revealed that most of the students before grade four is poor in these concerning knowledge and do not ready to study or to solve such kind of problems.