Insights about children's understanding of 2-digit and 3-digit numbers

Ann Gervasoni, Linda Parish, Teresa Hadden, Kathie Turkenburg, Kate Bevan, Carole Livesey, Melissa Croswell

    Research output: Chapter in Book/Report/Conference proceedingConference PaperResearchpeer-review


    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 languageEnglish
    Title of host publicationMathematics: Traditions and [New] Practices: Proceedings of the AAMT-MERGA conference
    EditorsJulie Clark, Barry Kissane, Judith Mousley, Toby Spencer, Steve Thornton
    Place of PublicationAdelaide SA Australia
    PublisherAustralian Association of Mathematics Teachers (AAMT)
    Pages315 - 323
    Number of pages9
    Publication statusPublished - 2011
    EventAnnual conference of the Mathematics Education Research Group of Australasia 2011 - Alice Springs, Australia
    Duration: 3 Jul 20117 Jul 2011
    Conference number: 34th (Proceedings)


    ConferenceAnnual conference of the Mathematics Education Research Group of Australasia 2011
    Abbreviated titleMERGA 2011
    CityAlice Springs
    OtherHeld in conjunction with AAMT 23
    Internet address

    Cite this