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Insights about children's understanding of 2-digit and 3-digit numbers
Gervasoni, Ann Parish, Linda Hadden, Teresa Turkenburg, Kathie Bevan, Kate Livesey, Carole Croswell, Melissa
Gervasoni, Ann
Parish, Linda
Hadden, Teresa
Turkenburg, Kathie
Bevan, Kate
Livesey, Carole
Croswell, Melissa
Citations
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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.
Keywords
Date
2011
Type
Conference item
Journal
Book
Volume
Issue
Page Range
315-323
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
Collections
Relation URI
DOI
Event URL
Open Access Status
Open access
License
File Access
Controlled