Research Commons
      • Browse 
        • Communities & Collections
        • Titles
        • Authors
        • By Issue Date
        • Subjects
        • Types
        • Series
      • Help 
        • About
        • Collection Policy
        • OA Mandate Guidelines
        • Guidelines FAQ
        • Contact Us
      • My Account 
        • Sign In
        • Register
      View Item 
      •   Research Commons
      • University of Waikato Research
      • Education
      • Education Papers
      • View Item
      •   Research Commons
      • University of Waikato Research
      • Education
      • Education Papers
      • View Item
      JavaScript is disabled for your browser. Some features of this site may not work without it.

      Using multiplication and division contexts to build place-value understanding

      Young-Loveridge, Jennifer; Bicknell, Brenda
      Thumbnail
      Files
      JYL&BB ICMI23 Proceedings_with_ISBN 386-393.pdf
      Published version, 321.2Kb
      Find in your library  
      Citation
      Export citation
      Young-Loveridge, J., & Bicknell, B. (2015). Using multiplication and division contexts to build place-value understanding. In X. Sun, B. Kaur, & J. Novantna (Eds.), ICMI Study 23 Conference Proceedings (pp. 379–386). Macao, China: International Commission on Mathematical Instruction (ICMI).
      Permanent Research Commons link: https://hdl.handle.net/10289/9423
      Abstract
      The paper describes a study with five-year-old children to explore how multiplication and division problems helped them to develop early place-value understanding. Two teachers taught a series of focussed lessons over two four-week periods. The children solved problems using familiar materials grouped in twos, fives and tens. By the end of the instructional period, virtually all children knew that two fives make ten; the majority could work with tens. Half of them could add tens and ones, fewer partitioned tens, and few could work with multi-unit processes. We propose a 5-level framework that describes developmental progressions in children's awareness of groups of five and ten as building blocks for place-value understanding.
      Date
      2015
      Type
      Conference Contribution
      Publisher
      International Commission on Mathematical Instruction (ICMI)
      Rights
      © 2015 the authors.
      Collections
      • Education Papers [1408]
      Show full item record  

      Usage

      Downloads, last 12 months
      47
       
       

      Usage Statistics

      For this itemFor all of Research Commons

      The University of Waikato - Te Whare Wānanga o WaikatoFeedback and RequestsCopyright and Legal Statement