A Bottom-Up Hundred Chart? Reflect and Discuss

Bay-Williams, Jennifer M.; Fletcher, Graham C.

doi:10.5951/teacchilmath.24.3.00e1

Cited by 1 publication

(4 citation statements)

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“…The current study is not without limitations. Participants' prior classroom exposure to top‐down hundreds charts, arguably the type most commonly used by elementary teachers (Bay‐Williams & Fletcher, 2017), may have boosted performance in the top‐down condition, thereby confounding prior experience and spatial configuration. Recruiting younger participants before they are exposed to any hundreds charts in school is thus a consideration for future research.…”

Section: Discussionmentioning

confidence: 99%

“…Despite Chughtai's research, anecdotal evidence by Bay‐Williams and Fletcher (2017) suggests that the misalignment of the top‐down configuration and the up‐is‐more relation found in the real world can be confusing. Children in their study noticed mismatches between the downward increases in the top‐down chart and upward increases in real‐world situations, such as when milk fills a carton.…”

Section: The Spatial Configuration Of Hundreds Chartsmentioning

confidence: 99%

“…External representations, such as images and charts, are used in elementary school classrooms to illustrate abstract concepts. The hundreds chart is an example of an external representation that teachers use to teach mathematical concepts such as counting, arithmetic, and number knowledge (Bay‐Williams & Fletcher, 2017; Jordan & Dyson, 2016). These 10 × 10 grids contain 100 numbers (often ranging from 1 to 100) in increasing order.…”

Section: Introductionmentioning

confidence: 99%

“…Several different formats of the hundreds chart exist. The range of numbers can differ, such as from 1 to 100 or from 0 to 99 (Russo, 2019); the numbers can increase and decrease by one or by ten across columns (Vacc, 1995); or the numbers can increase by ten with upward or downward movement in the chart (Bay-Williams & Fletcher, 2017). Despite this variety, little is known about how different configurations of hundreds charts affect students' learning and what specific objectives may be helped or hindered by the specific spatial relations between the numbers.…”

Section: Introductionmentioning

confidence: 99%

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Spatial configuration of hundreds charts influences children's knowledge of base‐ten concepts

Osana

Wagner

Navarrete

2023

School Sci & Mathematics

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The hundreds chart is a valuable tool for teachers in elementary mathematics classrooms. The present study investigated the effects of spatial configurations of virtual hundreds charts on children's knowledge of base-ten concepts. Kindergarten and first-grade students were assigned to three instructional conditions in which they worked with a researcher to solve arithmetic word problems. The charts used in the conditions differed by the spatial configuration of the numbers: (a) top down, with numbers increasing from top to bottom; (b) bottom up, with increases from bottom to top; and (c) explicit bottomup, with a bottom-up chart and an explicit visual cue that prompted a comparison between the "up-is-more" structure to a cylinder filling with water. Participants were more likely to count by tens than by ones to solve problems when the numbers in the chart increased from top to bottom than when they increased from bottom to top. No effects of spatial configuration on place-value knowledge was observed. One account of the findings is that participants were more accustomed to the movements in the top-down chart because they matched the direction in which children learn to read. The role of spatial affordances of instructional materials in children's mathematics learning is discussed.

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Section: Discussionmentioning

confidence: 99%

Section: The Spatial Configuration Of Hundreds Chartsmentioning

confidence: 99%