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ERIC Number: EJ1127297
Record Type: Journal
Publication Date: 2017
Pages: 23
Abstractor: As Provided
Reference Count: 63
ISBN: N/A
ISSN: ISSN-1524-8372
Grounding the Symbols for Place Value: Evidence from Training and Long-Term Exposure to Base-10 Models
Mix, Kelly S.; Smith, Linda B.; Stockton, Jerri DaSha; Cheng, Yi-Ling; Barterian, Justin A.
Journal of Cognition and Development, v18 n1 p129-151 2017
Two experiments examined whether concrete models support place value learning. In Experiment 1 (N = 149), 7-year-olds were trained with either a) symbols alone or b) symbols and base-10 blocks. Children in both groups showed significant growth overall, but there were specific effects favoring one training type over another. Symbols-only training led to higher scores on a number line estimation task and was particularly effective among high-ability students, whereas blocks training led to better understanding of base-10 structure and was particularly effective among low-ability learners. In Experiment 2 (N = 68), Montessori students, for whom concrete models play a major role in mathematics instruction, also demonstrated better understanding of base-10 structure than did their matched peers enrolled in mainstream elementary schools.
Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A080287