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Developing young children's understanding of place-value using multiplication and quotitive division
Abstract
This paper focuses on selected findings from a study that explored the use of multiplication and division with 34 five- and six-year-old children from diverse cultural and linguistic backgrounds. The focus of instructional tasks was on working with groups of ten to support the understanding of place value. Findings from relevant assessment tasks and children’s work highlighted the importance of encouraging young children to move from unitary (counting by ones) to tens-structured thinking.
Type
Conference Contribution
Type of thesis
Series
Citation
Young-Loveridge, J., & Bicknell, B. (2014). Developing young children’s understanding of place-value using multiplication and quotitive division. In C. Nichol, S. Oesterle, P. Liljedahl, & D. Allan (Eds.), Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education (Vol. 5, pp. 409–416). Vancouver, Canada: PME.
Date
2014
Publisher
International Group for the Psychology of Mathematics Education
PME
PME
Degree
Supervisors
Rights
©2014 the authors.