Supporting Latino First Graders' Ten-Structured Thinking in Urban Classrooms

Fuson, Karen C.; Smith, Steven T.; Cicero, Ana Maria Lo

doi:10.2307/749640

Cited by 71 publications

(51 citation statements)

References 20 publications

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“…The age at which children accurately use 10 blocks and unit blocks to represent two-digit numerals seems to depend, in part, on their instructional experiences (Fuson & Briars, 1990;Fuson, Smith, & Lo Cicero, 1997;Hiebert & Wearne, 1992;Miura et al, 1993;Varelas & Becker, 1997). For example, Saxton and Towse (1998) found that a practice trial in which the experimenter demonstrated how to use 10 blocks and unit blocks to represent double-digit numbers had a substantial positive effect on the extent to which young children used both 10 blocks and unit blocks to represent double-digit numbers.…”

Section: Base-10 and Place-value Understandingmentioning

confidence: 99%

Longitudinal Comparison of Montessori versus Non-Montessori Students’ Place-Value and Arithmetic Knowledge

Laski

Vasilyeva

Schiffman³

2016

JoMR

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Abstract. Understanding of base 10 and place value are important foundational math concepts that are associated with higher use of decomposition strategies and higher accuracy on addition problems (Laski, Ermakova, & Vasilyeva, 2014;Fuson, 1990;Fuson & Briars, 1990; National Research Council, 2001). The current study examined base-10 knowledge, place value, and arithmetic accuracy and strategy use among children in early elementary school from Montessori and non-Montessori schools. Children (N = 150) were initially tested in either kindergarten or first grade. We followed up with a subgroup of the sample (n = 53) two years later, when the children were in second and third grades. Although Montessori curriculum puts a large emphasis on the base-10 structure of number, we found that children from Montessori schools showed an advantage on correct use of base-10 canonical representation in kindergarten but not in first grade. Moreover, no program differences were seen in place-value understanding in second and third grades. Although Montessori children used different strategies to obtain answers to addition problems in second and third grades as compared with non-Montessori children, no program differences in addition accuracy were found at any grade level. Educational implications are discussed.

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Section: Base-10 and Place-value Understandingmentioning

confidence: 99%

Longitudinal Comparison of Montessori versus Non-Montessori Students’ Place-Value and Arithmetic Knowledge

Laski

Vasilyeva

Schiffman³

2016

JoMR

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“…For example, Xue and colleagues (Xue, Atkins-Burnett, and Moiduddin, 2012) Somewhat more encouraging findings came from a mathematics teaching intervention study with somewhat older children, which was conducted by Fuson and colleagues (Fuson, Smith, & Lo Cicero, 1997) in two predominantly Latino, low-SES, urban first-grade classrooms. One classroom was English-speaking; the other was Spanish-speaking.…”

Section: Does Bilingualism Matter For Early Numeracy?mentioning

confidence: 99%

Early Number Knowledge in Dual-Language Learners From Low-SES Households

Sarnecka

Negen

Goldman

2018

Language and Culture in Mathematical Cognition

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A large and growing proportion of American students are dual-language learners, and many live in or near poverty. In order to serve these students, educators must understand their needs. In this chapter we discuss the role of bilingualism in acquiring early number knowledge. Then we briefly review what is known about the ways in which young children represent number, including the approximate number system (ANS) and symbolic representations of exact numbers-both spoken and written. Next, we describe our own large study of early numeracy in preschool-age dual-language-learners (DLLs) from low-socioeconomic-status (SES) households, with comparison groups of high-and low-SES English monolingual preschoolers, as well as dual-language learners from high-SES households. The main conclusions we draw from this study are the following.(1) Educational delays in acquiring basic number skills are attributable to poverty, not to being a dual-language learner. (2) Pre-kindergarten programs such as Head Start seem to provide experience with counting and numbers that is crucial for low-SES children. (3) Given limited resources, it is reasonable to assess the early numeracy of low-income dual-language learners by testing only in their language of instruction, rather than in both of their languages. Testing only in the language of instruction is much less costly and yields very similar information. (4) The SES-related gap in math achievement is much more a gap in symbolic number knowledge (spoken and written numbers) than in ANS acuity. Thus, improving children's symbolic number knowledge should be the focus of interventions seeking to narrow this gap.

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“…Most of the literature on place value is based on an assumption that children will learn about the decade-based structure of the number system through working with addition and subtraction (e.g., Baroody, 1990;Fuson, 1990;Fuson, Smith, & Cicero, 1997). The emphasis is on the positional property, the base-ten property, and the additive property of numbers (see Ross, 1989), but the multiplicative property seems to have been overlooked.…”

Section: Discussionmentioning

confidence: 99%

Introducing multiplication and division contexts in junior primary classes

Young-Loveridge¹,

Bicknell²,

Lelieveld³

2013

tandc

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. It is directed towards a professional audience and focuses on contemporary issues and research relating to curriculum pedagogy and assessment. ISSN 1174-2208 Notes for ContributorsTeachers and Curriculum welcomes:• research based papers with a maximum of 3,500 words, plus an abstract or professional summary of 150 words, and up to five keywords;• opinion pieces with a maximum of 1500 words; and• book or resource reviews with a maximum of 1000 words. FocusTeachers and Curriculum provides an avenue for the publication of papers that• raise important issues to do with the curriculum, pedagogy and assessment;• reports on research in the areas of curriculum, pedagogy and assessment;• provides examples of informed curriculum, pedagogy and assessment; and• review books and other resources that have a curriculum, pedagogy and assessment focus. Teachers and Curriculum, Volume 13, 2013ii Teachers and Curriculum, Volume 13, 2013Submitting articles for publication The article should clearly show where each is to appear within the text. All submissions must be submitted as word documents. Only the first page of the article should bear the title, the name(s) of the author(s) and the address to which reviews should be sent. In order to enable 'blind' refereeing, please do not include author(s) names on running heads. Foot/End Notes: These should be avoided where possible; the journal preference is for footnotes rather than endnotes.Referencing: References must be useful, targeted and appropriate. The Editorial preference is APA style; see Publication Manual of the American Psychological Association (Sixth Edition). Please check all citations in the article are included in your references list and in the correct style.Covering letter: When submitting a manuscript to Teachers and Curriculum, authors must, for ethical and copyright reasons, include in a covering letter a statement confirming that a) the material has not been published elsewhere, and b) the manuscript is not currently under consideration with any other publisher. A fax and email contact should also be supplied. Editorial: All contributions undergo rigorous peer review by at least two expert referees. The Editors reserve the right without consulting the author(s) to make alterations that do not result in substantive changes. The Editors' decisions about acceptance are final. Copyright: Publication is conditional upon authors giving copyright to the Faculty of Education, The University of Waikato. Requests to copy all or substantial parts of an article must be made to the Editors. Acknowledgement of ReviewersThe Editors would like to acknowledge the contribution of the reviewers.

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Supporting Latino First Graders' Ten-Structured Thinking in Urban Classrooms

Cited by 71 publications

References 20 publications

Longitudinal Comparison of Montessori versus Non-Montessori Students’ Place-Value and Arithmetic Knowledge

Longitudinal Comparison of Montessori versus Non-Montessori Students’ Place-Value and Arithmetic Knowledge

Early Number Knowledge in Dual-Language Learners From Low-SES Households

Introducing multiplication and division contexts in junior primary classes

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