ERIC Number: EJ1027536
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: N/A
Beginnings of Place Value: How Preschoolers Write Three-Digit Numbers
Byrge, Lisa; Smith, Linda B.; Mix, Kelly S.
Child Development, v85 n2 p437-443 Mar-Apr 2014
Place value notation is essential to mathematics learning. This study examined young children's (4-to 6-year-olds, N = 172) understanding of place value prior to explicit schooling by asking them write spoken numbers (e.g., "six hundred and forty-two"). Children's attempts often consisted of "expansions" in which the proper digits were written in order but with 0s or other insertions marking place (e.g., "600402" or "610042"). This partial knowledge increased with age. Gender differences were also observed with older boys more likely than older girls to produce the conventional form (e.g., 642). Potential experiences contributing to expanded number writing and the observed gender differences are discussed.
Descriptors: Preschool Children, Mathematics Education, Numeracy, Age Differences, Gender Differences
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: email@example.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A080287