Understanding place value

Cooper, Linda L.; Tomayko, Ming

doi:10.5951/teacchilmath.17.9.0558

Cited by 5 publications

(1 citation statement)

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“…Although many children prior to formal instruction perform well above chance on reading and writing multidigit numbers, they also make errors—with transpositions when zeros are present—that indicate a lack of understanding of the principles underlying base-10 notation (e.g., Byrge et al, 2014). Some older children after multiple years of instruction make these same errors, and these children have difficulties in performing multidigit calculation (e.g., Cooper & Tomayko, 2011). These facts have led to discussions within the education literature about when and how to introduce children to multidigit numbers and specifically whether multidigit numbers should be introduced in the context of explicit instruction about count + unit syntax (e.g., Baroody, 1990; Fuson, 1990; McGuire & Kinzie, 2013).…”

Section: Discussionmentioning

confidence: 99%

A Network Analysis of Children’s Emerging Place-Value Concepts

et al. 2022

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Examining how informal knowledge systems change after formal instruction is imperative to understanding learning processes and conceptual development and to implementing effective educational practices. We used network analyses to determine how the organization of informal knowledge about multidigit numbers in kindergartners ( N = 279; mean age = 5.76 years, SD = 0.55; 135 females) supports and is transformed by a year of in-school formal instruction. The results show that in kindergarten, piecemeal knowledge about the surface properties of reading and writing multidigit numbers and the use of base-10 units to determine large quantities are strongly associated with each other and connected in a stringlike manner to other emerging skills. After a year of instruction, each skill becomes connected to the “hub” abilities of reading and writing multidigit numbers, which also become strongly connected to more advanced knowledge of base-10 principles. These findings provide new insights into how partial knowledge provides the backbone on which explicit principles are learned.

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