The development of place value concepts: Approximation before principles

2022 ◽  
Author(s):  
Kelly S. Mix ◽  
Corinne A. Bower ◽  
Gregory R. Hancock ◽  
Lei Yuan ◽  
Linda B. Smith
Keyword(s):  
2017 ◽  
Vol 23 (7) ◽  
pp. 404-412
Author(s):  
Aki Murata ◽  
Chana Stewart

This set of lesson examples demonstrates effective uses of magnets, number lines, and ten-frames to implement practice standards as first graders use place value to solve addition problems.


1998 ◽  
Vol 59 (1) ◽  
pp. 1-8 ◽  
Author(s):  
Ian Thompson

The influence of structural aspects of the English counting word system on the teaching and learning of place value In their discussion of the teaching of place value to young children Fuson and Briars (1990) describe the extent to which the English spoken system of number words constitutes a ‘named value’ system for large numbers. They argue that, because two-digit numbers are not ‘named value’, teachers should move from teaching single-digit calculations to teaching calculations with large numbers, only returning to two-digit numbers when children are familiar with the standard written algorithms. This article uses transcriptions of children calculating mentally to suggest that they appear to take advantage of the ‘partitionable’ aspect of the language associated with two-digit numbers - an aspect that Fuson and Briars (1990) appear to have ignored. These examples appear to raise questions about their recommendation that teachers should progress from single-digit to large number calculations.


2015 ◽  
Vol 3 (2) ◽  
pp. 83-98
Author(s):  
Jodi Fasteen ◽  
Kathleen Melhuish ◽  
Eva Thanheiser

Prior research has shown that preservice teachers (PSTs) are able to demonstrate procedural fluency with whole number rules and operations, but struggle to explain why these procedures work. Alternate bases provide a context for building conceptual understanding for overly routine rules. In this study, we analyze how PSTs are able to make sense of multiplication by 10five in base five. PSTs' mathematical activity shifted from a procedurally based concatenated digits approach to an explanation based on the structure of the place value number system.


2019 ◽  
Vol 2019 ◽  
Author(s):  
Edward Hurcombe

This paper empirically investigates how two prominent Australian legacy news outlets – ABC News and News.com.au – operate according to what I term a social media logic of “engagement”, a concept which builds upon van Dijck & Poell’s notion of a social media logic of “popularity”. By a logic of engagement, I mean the necessity to maximize social media attention and interaction metrics. Rather than just valuing “popularity”, platforms instead place value on content that maximizes a multitude of feelings, sentiments, and reactions. Without sufficient engagement, outlets dependent on platforms such as Facebook are threatened by invisibility in the newsfeed. I specifically focus on the operations of ABC News and News.com.au on Facebook from 21 March 2018 – 10 April 2018. Within this period, I collected all the posts from each page, which amounted to 44 posts in total. From these posts, I strategically selected six posts of varying levels of engagement for closer qualitative analysis, with an emphasis on language and imagery. My findings in this paper suggest that the drive for monetizable and algorithmically-valued audience metrics on Facebook can encourage divisive and provocative news content that arouses strong negative feelings and promotes conflict. Trolls are those that deceive other users of their intentions, and seek to sow discord for their own purposes. Thus, it is beneficial to think about a potentially emerging practice of news “trolling”, as it appears that news outlets are adopting faux-naïve, and deliberately incendiary, practices when pursuing engagement.


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