!Gaoseb, NoahKasanda, Choshi D.2014-03-062014-03-062007!Gaoseb, N., Kasanda, C. D. 2007. Use of Nonstandardised Measurements To Enhance Student Learning of Units; 13- 16 May 2007; Namib High School, Swakopmund: Windhoek; UNAM:1-11.http://hdl.handle.net/11070/753Measurement is described in the directives of the National Council of Teachers of Mathematics (NCTM, 1989: 51) as "of central importance to the curriculum because of its power to help children see that mathematics is useful in everyday life and to help them develop many mathematical concepts and skills." At primary level, the instruction emphasized the importance of establishing a firm foundation in the basic concepts and skills of measurement. For example, understand the attributes of length, capacity, mass, weight, area, volume, time, temperature, and angle. However, when learners reach secondary level, still many do not have the sense of estimating one centimeter, one centimeter square, or hectare. This can be attributed to the way measurements are introduced and used in the schools. In fact metric units are just taken for granted. We need to inculcate into our learners the sense of ownership of the units of measurements, even the metric units. This is only possible if we revisit the nonstandard units our ancestors used to measure objects as the basis of known (contextualizing) and move to the unknown, the metric units. The metric systems of units have evolved since the adoption of the first well-defined system in France in 1791 (Wikipedia, 2007). Learners need to see the necessity of using the metric systems and this can only be done if they work with nonstandard units and see the inconsistency in their measurements.enNonstandardisedEnhanceLearningUnitsMeasurementsStudentPresentation