ERIC Number: ED389624
Record Type: RIE
Publication Date: 1995-Oct
Place-Value: Problem-Solving and Written Assessment Using Digit-Correspondence Tasks.
Ross, Sharon; Sunflower, Elisa
The purpose of this study was to examine the effects of researcher-developed lessons on students' understanding of two- and three-digit numeration. Digit-correspondence tasks, often used for individual interview assessment of place value understanding, were adapted to be used as problem-solving tasks. The tasks were presented to three classes, grades 3-5. Students were given ample opportunities, in cooperative groups and as a whole class, to discuss and exchange points of view. In the selected classrooms the social norms established by the teacher encouraged such exchanges. A scoring rubric was developed for a whole-class, digit-correspondence task requiring individual written responses. Only 18% of the students were successful on the preassessment. Of the 58 students who were initially unsuccessful, 71% were successful after the instructional intervention as measured by a delayed postassessment. (Author/MKR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (17th, Columbus, OH, October 21-24, 1995). For entire conference proceedings, see SE 057 177.