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Supporting lower-achieving seven-and-eight-year-old children with place value understandings

dc.contributor.authorBailey, Judyen_NZ
dc.date.accessioned2017-04-21T04:11:58Z
dc.date.available2015en_NZ
dc.date.available2017-04-21T04:11:58Z
dc.date.issued2015en_NZ
dc.identifier.citationBailey, J. (2015). Supporting lower-achieving seven-and-eight-year-old children with place value understandings. Australian Primary Mathematics Classroom, 20(3), 3–9.en
dc.identifier.issn1326-0286en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/11015
dc.description.abstractThe article focuses on the importance of listening to children to identify their current understandings and developing on them systematically, using the materials, to promote a conceptual understanding. It mentions that classroom teachers are responsible for supporting children in their class even when the children represent mathematical understandings and competence.
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherAustralian Association of Mathematics Teachersen_NZ
dc.rightsThis article has been published in the Australian Primary Mathematics Classroom. Used with permission.
dc.subjectMathematics - study & teaching
dc.subjectteaching
dc.subjectteachers
dc.subjectchildren
dc.subjectperformance
dc.titleSupporting lower-achieving seven-and-eight-year-old children with place value understandingsen_NZ
dc.typeJournal Article
dc.relation.isPartOfAustralian Primary Mathematics Classroomen_NZ
pubs.begin-page3
pubs.elements-id134720
pubs.end-page9
pubs.issue3en_NZ
pubs.volume20en_NZ


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