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
Authors | Gervasoni, Ann, Parish, Linda, Hadden, Teresa, Turkenburg, Kathie, Bevan, Kate, Livesey, Carole and Croswell, Melissa |
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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. |
Year | 2011 |
Publisher | AAMT and MERGA |
Web address (URL) | https://www.merga.net.au/publications/counter.php?pub=pub_conf&id=1676 |
Open access | Open access |
Publisher's version | |
Page range | 315 - 323 |
Research Group | School of Education |
Place of publication | Australia |
Editors | J. Clark, B. Kissane and J. Mousley |
https://acuresearchbank.acu.edu.au/item/8817y/insights-about-children-s-understanding-of-2-digit-and-3-digit-numbers
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