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

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 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
PublisherThe Australian Association of Mathematics Teachers Inc.(AAMT)
Pages315 - 323
Number of pages9
Volume1
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
https://www.merga.net.au/Public/Public/Publications/Annual_Conference_Proceedings/2011_MERGA_CP.aspx (Proceedings)

Conference

ConferenceAnnual conference of the Mathematics Education Research Group of Australasia 2011
Abbreviated titleMERGA 2011
CountryAustralia
CityAlice Springs
Period3/07/117/07/11
OtherHeld in conjunction with AAMT 23
Internet address

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