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.
Permanent Research Commons link: https://hdl.handle.net/10289/8864
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.
International Group for the Psychology of Mathematics Education
©2014 the authors.
- Education Papers