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LINKING PLACE VALUE CONCEPTS WITH COMPUTATIONAL PRACTICES IN THIRD GRADE

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Date Issued:
2009
Abstract/Description:
In an attempt to examine student understanding of place value with third graders, I conducted action research with a small group of girls to determine if my use of instructional strategies would encourage the development of conceptual understanding of place value. Strategies that have been found to encourage conceptual development of place value, such as use of the candy factory, were incorporated into my instruction. Instructional strategies were adjusted as the study progressed to meet the needs of the students and the development of their understanding of place value. Student explanations of their use of strategies contributed to my interpretation of their understanding. Additionally, I examined the strategies that the students chose to use when adding or subtracting multidigit numbers. Student understanding was demonstrated through group discussion and written and oral explanations. My observations, anecdotal records and audio recordings allowed me to further analyze student understanding. The results of my research seem to corroborate previous research studies that emphasize the difficulty that many students have in understanding place value at the conceptual level.
Title: LINKING PLACE VALUE CONCEPTS WITH COMPUTATIONAL PRACTICES IN THIRD GRADE.
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Name(s): Cuffel, Terry, Author
Dixon, Jule, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2009
Publisher: University of Central Florida
Language(s): English
Abstract/Description: In an attempt to examine student understanding of place value with third graders, I conducted action research with a small group of girls to determine if my use of instructional strategies would encourage the development of conceptual understanding of place value. Strategies that have been found to encourage conceptual development of place value, such as use of the candy factory, were incorporated into my instruction. Instructional strategies were adjusted as the study progressed to meet the needs of the students and the development of their understanding of place value. Student explanations of their use of strategies contributed to my interpretation of their understanding. Additionally, I examined the strategies that the students chose to use when adding or subtracting multidigit numbers. Student understanding was demonstrated through group discussion and written and oral explanations. My observations, anecdotal records and audio recordings allowed me to further analyze student understanding. The results of my research seem to corroborate previous research studies that emphasize the difficulty that many students have in understanding place value at the conceptual level.
Identifier: CFE0002634 (IID), ucf:48196 (fedora)
Note(s): 2009-05-01
M.Ed.
Education, Department of Teaching and Learning Principles
Masters
This record was generated from author submitted information.
Subject(s): place value
mathematics
elementary education
computation
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0002634
Restrictions on Access: public
Host Institution: UCF

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