NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED568446
Record Type: Non-Journal
Publication Date: 2014
Pages: 142
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-6607-4
ISSN: N/A
Whole-Number Place-Value Understanding of Students with Learning Disabilities
Thouless, Helen R.
ProQuest LLC, Ph.D. Dissertation, University of Washington
Place-value is an essential concept that is foundational for understanding our number system and for developing procedures for multidigit operations, but there has been limited research into the place-value understanding of students with learning disabilities. This research is a two-part mixed-methods study that links basic research to instruction. The first part of the study consists of clinical interviews investigating how fifteen students with learning disabilities understand place-value in a variety of contexts. The second part focuses on teaching base-ten numeration to four students who demonstrated difficulties with this concept in the assessment study. Findings from the assessment study found that students with learning disabilities are a heterogeneous group, with five distinct profiles of place-value understanding emerging from the fifteen students. One of the common difficulties that the students had with place-value was difficulty understanding base-ten numeration, the concept of unitizing by tens, and this impacted their ability to solve mathematical word problems correctly. Findings from the instructional study found that counting collections (Schwedtfeger & Chan, 2007) was an effective instructional activity for improving students' understanding of base-ten numeration, as measured by accuracy and problem-solving strategies. This study argues that researchers should focus more on place-value understanding for students with learning disabilities, and proposes both an assessment to measure this understanding and an instructional activity to improve students' understanding of one facet of place-value understanding. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A