Insights about children's understanding of 2-digit and 3-digit numbers

Conference item

Gervasoni, Ann, Parish, Linda, Hadden, Teresa, Turkenburg, Kathie, Bevan, Kate, Livesey, Carole and Croswell, Melissa. (2011). Insights about children's understanding of 2-digit and 3-digit numbers. In J. Clark, B. Kissane and J. Mousley (Ed.). Mathematics: Traditions and [new] practices: Proceedings of the 2011 AAMT-MERGA conference. Australia: AAMT and MERGA. pp. 315 - 323
AuthorsGervasoni, Ann, Parish, Linda, Hadden, Teresa, Turkenburg, Kathie, Bevan, Kate, Livesey, Carole and Croswell, Melissa
Abstract

Five interpretive place value tasks were added to the Early Numeracy Interview (ENI) to gain further insight about students’ construction of conceptual knowledge associated with 2-digit and 3-digit numbers. The researchers hypothesised that even though some students were successful at reading, writing and ordering numbers, interpreting multi-digit numbers for problem solving remained a struggle for them. Analyses of students’ responses showed that the new tasks distinguished students who previously were assessed as understanding 2- digit or 3-digit numbers, but who could not identify 50 or 150 on a number line or state the total of collections reduced or increased by ten. The new tasks assist teachers to identify students who need further instruction to fully understand 2-digit and 3-digit numbers.

Year2011
PublisherAAMT and MERGA
Web address (URL)https://www.merga.net.au/publications/counter.php?pub=pub_conf&id=1676
Open accessOpen access
Publisher's version
Page range315 - 323
Research GroupSchool of Education
Place of publicationAustralia
EditorsJ. Clark, B. Kissane and J. Mousley
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