Grounding the Symbols for Place Value: Evidence from Training and Long-Term Exposure to Base-10 Models

Autor/inn/en	Mix, Kelly S.; Smith, Linda B.; Stockton, Jerri DaSha; Cheng, Yi-Ling; Barterian, Justin A.
Titel	Grounding the Symbols for Place Value: Evidence from Training and Long-Term Exposure to Base-10 Models
Quelle	In: Journal of Cognition and Development, 18 (2017) 1, S.129-151 (23 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2016.1180296
Schlagwörter	Symbols (Mathematics); Models; Number Concepts; Mathematics Instruction; Computation; Elementary Schools; Montessori Schools; Instructional Effectiveness; Statistical Analysis + Suchen Sie Ihr Suchwort? Analogiemodell; Number concept; Zahlbegriff; Mathematics lessons; Mathematikunterricht; Elementary school; Grundschule; Volksschule; Montessori-Schule; Unterrichtserfolg; Statistische Analyse
Abstract	Two experiments examined whether concrete models support place value learning. In Experiment 1 (N = 149), 7-year-olds were trained with either a) symbols alone or b) symbols and base-10 blocks. Children in both groups showed significant growth overall, but there were specific effects favoring one training type over another. Symbols-only training led to higher scores on a number line estimation task and was particularly effective among high-ability students, whereas blocks training led to better understanding of base-10 structure and was particularly effective among low-ability learners. In Experiment 2 (N = 68), Montessori students, for whom concrete models play a major role in mathematics instruction, also demonstrated better understanding of base-10 structure than did their matched peers enrolled in mainstream elementary schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06