Components of Place Value Understanding: Targeting Mathematical Difficulties When Providing Interventions.
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| Title: | Components of Place Value Understanding: Targeting Mathematical Difficulties When Providing Interventions. |
|---|---|
| Authors: | MacDonald, Beth L.1, Westenskow, Arla1, Moyer‐Packenham, Patricia S.1, Child, Barbara2 |
| Source: | School Science & Mathematics. Feb2018, Vol. 118 Issue 1/2, p17-29. 13p. |
| Subject Terms: | *Mathematical ability, *Mathematics education, *Curriculum, *Mathematics students, *Academic achievement |
| Abstract: | Place value understanding requires the same activity that students use when developing fractional and algebraic reasoning, making this understanding foundational to mathematics learning. However, many students engage successfully in mathematics classrooms without having a conceptual understanding of place value, preventing them from accessing mathematics that is more sophisticated later. The purpose of this exploratory study is to investigate how upper elementary students' unit coordination related to difficulties they experience when engaging in place value tasks. Understanding place value requires that students coordinate units recursively to construct multi‐digit numbers from their single‐digit number understandings through forms of unit development and strategic counting. Findings suggest that students identified as low‐achieving were capable of only one or two levels of unit coordination. Furthermore, these students relied on inaccurate procedures to solve problems with millennial numbers. These findings indicate that upper elementary students identified as low‐achieving are not to yet able to (de)compose numbers effectively, regroup tens and hundreds when operating on numbers, and transition between millennial numbers. Implications of this study suggest that curricula designers and statewide standards should adopt nuances in unit coordination when developing tasks that promote or assess students' place value understanding. [ABSTRACT FROM AUTHOR] |
| Copyright of School Science & Mathematics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 127758406 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Components of Place Value Understanding: Targeting Mathematical Difficulties When Providing Interventions. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22MacDonald%2C+Beth+L%2E%22">MacDonald, Beth L.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Westenskow%2C+Arla%22">Westenskow, Arla</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Moyer‐Packenham%2C+Patricia+S%2E%22">Moyer‐Packenham, Patricia S.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Child%2C+Barbara%22">Child, Barbara</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22School+Science+%26+Mathematics%22">School Science & Mathematics</searchLink>. Feb2018, Vol. 118 Issue 1/2, p17-29. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Mathematical+ability%22">Mathematical ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+students%22">Mathematics students</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Place value understanding requires the same activity that students use when developing fractional and algebraic reasoning, making this understanding foundational to mathematics learning. However, many students engage successfully in mathematics classrooms without having a conceptual understanding of place value, preventing them from accessing mathematics that is more sophisticated later. The purpose of this exploratory study is to investigate how upper elementary students' unit coordination related to difficulties they experience when engaging in place value tasks. Understanding place value requires that students coordinate units recursively to construct multi‐digit numbers from their single‐digit number understandings through forms of unit development and strategic counting. Findings suggest that students identified as low‐achieving were capable of only one or two levels of unit coordination. Furthermore, these students relied on inaccurate procedures to solve problems with millennial numbers. These findings indicate that upper elementary students identified as low‐achieving are not to yet able to (de)compose numbers effectively, regroup tens and hundreds when operating on numbers, and transition between millennial numbers. Implications of this study suggest that curricula designers and statewide standards should adopt nuances in unit coordination when developing tasks that promote or assess students' place value understanding. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of School Science & Mathematics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=127758406 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/ssm.12258 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 17 Subjects: – SubjectFull: Mathematical ability Type: general – SubjectFull: Mathematics education Type: general – SubjectFull: Curriculum Type: general – SubjectFull: Mathematics students Type: general – SubjectFull: Academic achievement Type: general Titles: – TitleFull: Components of Place Value Understanding: Targeting Mathematical Difficulties When Providing Interventions. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: MacDonald, Beth L. – PersonEntity: Name: NameFull: Westenskow, Arla – PersonEntity: Name: NameFull: Moyer‐Packenham, Patricia S. – PersonEntity: Name: NameFull: Child, Barbara IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2018 Type: published Y: 2018 Identifiers: – Type: issn-print Value: 00366803 Numbering: – Type: volume Value: 118 – Type: issue Value: 1/2 Titles: – TitleFull: School Science & Mathematics Type: main |
| ResultId | 1 |
