Development of a Sustainable Place Value Understanding

Herzog, Moritz; Ehlert, Antje; Fritz, Annemarie

doi:10.1007/978-3-319-97148-3_33

Cited by 17 publications

(35 citation statements)

References 25 publications

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“…But, their study finds no support in the majority of studies that hold this view (Moeller, Pixner, Zuber, Kaufmann & Nuerk, 2011;MacDonald, Westenskow, Moyer-Packenham, & Child, 2018). Based on these results, it can be concluded that understanding place value is an important milestone in learning arithmetic and mathematics in general (Herzog, Ehlert & Fritz, 2019).…”

Section: Resultsmentioning

confidence: 84%

Misconceptions and Associated Errors in the Learning of Mathematics Place Value in South African Primary Schools: A Literature Review

Km¹,

Luneta²

2021

Preprint

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Children’s learning of place value is critical to their future study of mathematics. However, its learning presents a huge challenge for many learners. As result they develop misconceptions and thencommit errors that become an encumbrance to their understanding of place value. It is therefore important to identify these misconceptions and their associated errors early and help children to overcome them. This article reports the findings from literature on what misconceptions learners display in the learning of place value and how they can best be supported to overcome them. The results show that despite the importance of this topic there are limited studies devoted to its research. The dearth of these studies creates a gap in the study of place value.

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Section: Resultsmentioning

confidence: 84%

Misconceptions and Associated Errors in the Learning of Mathematics Place Value in South African Primary Schools: A Literature Review

Km¹,

Luneta²

2021

Preprint

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“…The high interest in learning mathematics students will support increased student learning achievement. The same thing was expressed by Herzog, Ehlert, & Fritz (2019) that interest has a strong positive relationship with success related to mathematics. The correlation between interests and achievements is quite high because the more people who are attracted to an object the more knowledge they obtain.…”

Section: Introductionmentioning

confidence: 82%

Optimization of Guided Discovery Learning Models to Increase Students' Interest in Mathematics

Nurhayani

Rosnawati

Amimah

2020

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Student interest in learning is a very important factor in determining student success in learning mathematics. Various attempts were made by educators and educational researchers to increase student interest in learning. This research is a classroom action research model by Kemmis and Mc Taggart that aims to describe the application of Guided Discovery learning in optimizing students' interest in learning mathematics. The increase in students' interest in learning mathematics is also supported by the results of student achievement. The research data consisted of students' interest in learning mathematics, learning achievement data, and observations of learning outcomes. Data on learning interest in mathematics is obtained through a questionnaire, data on learning achievement is obtained through tests and data on the results of observations of learning achievement are obtained through observation sheets during learning. In general, the results of the study showed that the average student interest in learning mathematics at 83.93 reached the good category. The completeness of student achievement test results reached 83.87% of students achieving the minimum completeness criteria with an average student score of 85.61. The percentage of teacher and student learning outcomes respectively at 83.80% and 76.91% reached the good category. Therefore it can be concluded that the Guided Discovery learning model can be applied to optimize students' interest in mathematics learning especially by paying attention to the results of reflections from this study.

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“…Nella Tabella 1 sono illustrate le connessioni tra i livelli cognitivi secondo Piaget (1977aPiaget ( , 1977b e Piaget et al (1990), i livelli cognitivi della comprensione del sistema di numerazione decimale posizionale secondo Ross (1986) e Herzog et al (2019), i modi di agire nelle varie fasi di insegnamento, le diverse forme di rappresentazione e i cicli della formazione secondo il Piano di studio Lehrplan21 3 (concordato fra i cantoni della Svizzera tedesca). Il contenuto della Tabella 1 è orientato verso il concetto dell'«accelerazione cognitiva» (Adey, 2008).…”

Section: L'abaco Scolastico Come Sistema DI Rappresentazioneunclassified

“…Psicologia dello sviluppo Ciclo Età (a.) Numero e variabili Livello (Ross, 1986;Herzog et al, 2019) Teoria del morfismo (Piaget et al, 1990) Livello 1 Il numero intero (con 2 cifre) rappresenta l'insieme degli oggetti (tutte le 25 barrette).…”

Section: Piano 21 (2016 Versione Modificata)unclassified

“…Secondo Reiss e Schmieder (2005) è un sistema semplice, ma allo stesso tempo anche impegnativo; in effetti giungere alla comprensione del nostro sistema di numerazione è un compito complesso che richiede molto tempo. I risultati della ricerca degli ultimi decenni confermano che la concezione di numerosità, normalmente acquisita da alunni e alunne tra il secondo e il quinto anno della scuola elementare, in alcuni casi si protrae fino alla secondaria e oltre (Ross, 1986;Schuler, 2004;Brugger, Sidler & Meyer, 2007;Moser Opitz, 2007;Ruflin, 2008;Herzog, Fritz & Ehlert, 2017;Herzog, Ehlert & Fritz, 2019;vedi Tabella 1). Dai dati delle ricerche cliniche relative allo sviluppo psicologico del pensiero è difficile dedurre informazioni sullo sviluppo dei livelli cognitivi raggiunti dagli allievi, perché di solito le ricerche sono effettuate in ambiti creati ad hoc.…”

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Pensieri all’aperitivo. Imparare a padroneggiare il sistema di numerazione decimale posizionale in situazioni divertenti

Meyer

2020

DdM

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L’articolo descrive come è possibile sviluppare il pensiero logico-matematico e le competenze operative concernenti il sistema di numerazione decimale posizionale in modo creativo, operativo ed esemplificativo. Teoricamente l’articolo è vicino al costrutto di «accelerazione cognitiva» (Adey, 2008) che collega in una “scuola del pensiero” la teoria genetica dello sviluppo cognitivo (Piaget, 1977a, 1977b; Piaget & Voelin, 1980), il Piano di studio in vigore (Lehrplan21), la zona di sviluppo prossimale (Vygotskij, 1986) e la metacognizione. Inoltre, l’articolo integra il gioco di ruolo nel senso di esperimento sociometrico (Moreno, 1996; 2007), il metodo dell’esplorazione critica (Piaget, in Inhelder, Sinclair & Bovet, 1974) e l’abaco scolastico come mezzo operativo di rappresentazione del sistema di numerazione decimale posizionale (Johann, 2002; Johann & Matros, 2003). Questi metodi possono orientare il processo di comprensione durante l’apprendimento della matematica.

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Development of a Sustainable Place Value Understanding

Cited by 17 publications

References 25 publications

Misconceptions and Associated Errors in the Learning of Mathematics Place Value in South African Primary Schools: A Literature Review

Misconceptions and Associated Errors in the Learning of Mathematics Place Value in South African Primary Schools: A Literature Review

Optimization of Guided Discovery Learning Models to Increase Students' Interest in Mathematics

Pensieri all’aperitivo. Imparare a padroneggiare il sistema di numerazione decimale posizionale in situazioni divertenti

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