Multidigit Number Sense: A Framework for Instruction and Assessment

Assessment of the Knowledge of the Decimal Number System Exhibited by Students with Down Syndrome

“…In that research we found that the mistakes made by students with DS when adding and subtracting stemmed from a lack of conceptual understanding. That is why we initially thought that success in the first procedural tasks would not imply that they were at the corresponding level of the framework defined by Jones et al (1996) with regard to the size of the numbers employed. Bear in mind that in this framework, the tasks require a conceptual understanding of the decimal number system.…”

“… To evaluate the knowledge that students with DS have of the decimal number system and to rank it based on the five levels of the framework described by Jones et al (1996).  To analyse the skills and problems involved in the four components: counting, grouping, partitioning and numeric relationships in students with DS.…”

“…The study by Jones et al (1996) evaluated each student's consistency individually by using components and the differences between children who were at different stages of learning. The findings show that the levels are hierarchical and that the four components are equally important when evaluating one's knowledge of multi-digit numbers.…”

“…Researchers have used different frameworks to develop an understanding of the decimal number system, suggesting that students must go through different hierarchical levels (Battista, 2012;Jones et al, 1996). Jones et al (1996) offer an approach for teaching and evaluating the decimal number system that involves five levels of thought.…”

“…Jones et al (1996) offer an approach for teaching and evaluating the decimal number system that involves five levels of thought. Each level addresses the four aforementioned components (counting, grouping, partitioning and establishing number relationships).…”