Deepening Place Value Understanding in K-2 Through Explanation and Justification

Abstract

This paper seeks to describe the importance of using the context of a candy shop and how focusing on discourse can deepen place value understanding in the base ten number system. Using the language of pieces (ones), rolls (tens), and boxes (hundreds) helps situate place value in a familiar context for K-2 students. Best practice in mathematics instruction is also addressed, including examining the progression of learning for place value concepts, using effective tools to support place value learning, and using explanation and justification to help students deepen their understanding of place value. The authors focus not only on content and pedagogy, but also show how the content connects to the Mathematical Practices and ELA Speaking and Listening standards. The purpose of this paper is to give current teachers something to think about as they plan lessons on place value in their K-2 classrooms. The authors also want to give teachers a reason why discourse can help both them and their students as they progress through content. Deepening Place Value Understanding in K-2 Through Explanation and JustificationAndria Disney, Georgia Southern University, adisney@georgiasouthern.edu Heidi Eisenreich, Georgia Southern University, heisenreich@georgiasouthern.edu AbstractThis paper seeks to describe the importance of using the context of a candy shop and how focusing on discourse can deepen place value understanding in the base ten number system. Using the language of pieces (ones), rolls (tens), and boxes (hundreds) helps situate place value in a familiar context for K-2 students. Best practice in mathematics instruction is also addressed, including examining the progression of learning for place value concepts, using effective tools to support place value learning, and using explanation and justification to help students deepen their understanding of place value. The authors focus not only on content and pedagogy, but also show how the content connects to the Mathematical Practices and ELA Speaking and Listening standards. The purpose of this paper is to give current teachers something to think about as they plan lessons on place value in their K-2 classrooms. The authors also want to give teachers a reason why discourse can help both them and their students as they progress through content.

Comprensión del Valor de Posición: Equivalencia Numérica y Composición Aditiva como Facilitadores en la Escritura de Numerales

“…De hecho, en la literatura son más frecuentes las investigaciones de este tipo en estudiantes de segundo grado de básica primaria en adelante (Angulo et al, 2017;Avalos, 2016;Bloomfield, 2003;Ceballos, 2012;Dinc & Tarim, 2006;Donlan & Gourlay, 1999;Gallego & Uzuriaga, 2015;Herzog & Fritz, 2022;MacDonald & Moyer-Packenham, 2018;Price, 2001;Ross, 1990Ross, , 2002. No obstante, algunos autores plantean que al identificar una línea base de conocimiento en los estudiantes y proponerles actividades de intervención que les facilite establecer relaciones entre las invariantes del snbd, pueden acceder a una comprensión de este principio y de los numerales arábigos desde edades tempranas (Bailey, 2015;Byrge et al, 2014;Disney & Eisenreich, 2018;Kim & Park, 2018;Mix et al, 2022;Ramírez & De Castro, 2014). A continuación, se describen algunas investigaciones interesadas en abordar la compresión del valor de posición en este tipo de población infantil.…”

Revisiting the Plausibility of Learning Style Theories with Evidence of Kinesthetic Perception: A Literature Review and Proof of Concept Towards Justifying Differentiated Instruction

“…Mathematical language and vocabulary can be an important tool in learning place value. Disney and Eisenreich explain how to use discourse to "make sense" of mathematics (Disney and Eisenreich, 2018). They advocate student-centered classrooms to promote autonomy in young children.…”

“…Hands-on models serve as great tools for grouping and making sense of tens and ones. These models act as starting points to promote discourses and understand the relation between tens and ones (Disney and Eisenreich, 2018). Discourses not just encourage student engagement but adding a context to explain place value also promotes mathematical reasoning.…”