Developing Number Knowledge: Assessment, Teaching &amp;                    Intervention with 7–11-Year-Olds

Wright, Robert L.; Ellemor-Collins, David; Tabor, Pamela

doi:10.4135/9781446250686

Cited by 19 publications

(25 citation statements)

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“…This study used 13 IIDA questions which integrated the foundational activity (as described by Sarama & Clements, ) and different dimensions (as described by Wright et al, ) so we could clearly see how students used previous knowledge when structuring numbers. Unique to the mathematics education field was the theoretical lens we adopted when analyzing student responses.…”

Section: Methodsmentioning

confidence: 99%

“…Wright et al () delineate instruction for low‐achieving students, and connect number “structures” to conceptual place value development. They define this structuring of numbers as students' understanding that number is a structure and structured with smaller structures (similar to part‐whole reasoning).…”

Section: Literature Review and Conceptual Frameworkmentioning

confidence: 99%

“…In addition, Wright et al () posit that three dimensions should be used when supporting students' conceptual place value development. These dimensions include: (a) extending ranges of numbers, (b) making the increments and decrements of number more difficult, and (c) distancing the setting.…”

Section: Literature Review and Conceptual Frameworkmentioning

confidence: 99%

“…Young children develop abstract units in upper elementary grades by engaging in physical grouping actions and spatial reasoning activities (Battista, ; Jones, Thornton, & Putt, ; Long & Kamii, ; McGuire & Kinzie, ; Reynolds & Wheatley, ; Winer & Battista, ; Wright et al, ). For the purpose of this study, we will focus mainly on relationships between grouping and unit coordination.…”

Section: Literature Review and Conceptual Frameworkmentioning

confidence: 99%

“…Four in seven questions on the 2015 National Assessment of Education Progress (NAEP, ) relate to place value understandings with only 40% of fourth‐grade students performing at or above the proficient level (NAEP, various years –2015). Wright, Ellemor‐Collins, and Tabor () have investigated upper elementary students' place value development and provided detailed means of instruction and assessment for low‐achieving students. However, absent from their work are detailed stages of conceptual place value understanding illustrating degrees of underlying mental activity in low‐achieving students.…”

mentioning

confidence: 99%

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Components of Place Value Understanding: Targeting Mathematical Difficulties When Providing Interventions

MacDonald

Westenskow

Moyer‐Packenham

et al. 2018

School Sci & Mathematics

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Place value understanding requires the same activity that students use when developing fractional and algebraic reasoning, making this understanding foundational to mathematics learning. However, many students engage successfully in mathematics classrooms without having a conceptual understanding of place value, preventing them from accessing mathematics that is more sophisticated later. The purpose of this exploratory study is to investigate how upper elementary students' unit coordination related to difficulties they experience when engaging in place value tasks. Understanding place value requires that students coordinate units recursively to construct multi‐digit numbers from their single‐digit number understandings through forms of unit development and strategic counting. Findings suggest that students identified as low‐achieving were capable of only one or two levels of unit coordination. Furthermore, these students relied on inaccurate procedures to solve problems with millennial numbers. These findings indicate that upper elementary students identified as low‐achieving are not to yet able to (de)compose numbers effectively, regroup tens and hundreds when operating on numbers, and transition between millennial numbers. Implications of this study suggest that curricula designers and statewide standards should adopt nuances in unit coordination when developing tasks that promote or assess students' place value understanding.

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Section: Methodsmentioning

confidence: 99%

Section: Literature Review and Conceptual Frameworkmentioning

confidence: 99%

Section: Literature Review and Conceptual Frameworkmentioning

confidence: 99%