Abstract
Five interpretive place value tasks were added to the Early Numeracy Interview (ENI) to
gain further insight about students construction of conceptual knowledge associated with
2-digit and 3-digit numbers. The researchers hypothesised that even though some students
were successful at reading, writing and ordering numbers, interpreting multi-digit numbers
for problem solving remained a struggle for them. Analyses of students responses showed
that the new tasks distinguished students who previously were assessed as understanding 2-
digit or 3-digit numbers, but who could not identify 50 or 150 on a number line or state the
total of collections reduced or increased by ten. The new tasks assist teachers to identify
students who need further instruction to fully understand 2-digit and 3-digit numbers.
| Original language | English |
|---|---|
| Title of host publication | Mathematics: Traditions and [New] Practices: Proceedings of the AAMT-MERGA conference |
| Editors | Julie Clark, Barry Kissane, Judith Mousley, Toby Spencer, Steve Thornton |
| Place of Publication | Adelaide SA Australia |
| Publisher | The Australian Association of Mathematics Teachers Inc.(AAMT) |
| Pages | 315 - 323 |
| Number of pages | 9 |
| Volume | 1 |
| Publication status | Published - 2011 |
| Event | Annual conference of the Mathematics Education Research Group of Australasia 2011 - Alice Springs, Australia Duration: 3 Jul 2011 → 7 Jul 2011 Conference number: 34th https://www.merga.net.au/Public/Public/Publications/Annual_Conference_Proceedings/2011_MERGA_CP.aspx (Proceedings) |
Conference
| Conference | Annual conference of the Mathematics Education Research Group of Australasia 2011 |
|---|---|
| Abbreviated title | MERGA 2011 |
| Country/Territory | Australia |
| City | Alice Springs |
| Period | 3/07/11 → 7/07/11 |
| Other | Held in conjunction with AAMT 23 |
| Internet address |