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ERIC Number: EJ797668
Record Type: Journal
Publication Date: 2007-Mar
Pages: 19
Abstractor: As Provided
Reference Count: 28
ISSN: ISSN-1937-6928
Place Value and Mathematics for Students with Mild Disabilities: Data and Suggested Practices
Cawley, John F.; Parmar, Rene S.; Lucas-Fusco, Lynn M.; Kilian, Joy D.; Foley, Teresa E.
Learning Disabilities: A Contemporary Journal, v5 n1 p21-39 Mar 2007
Place value is a phenomenon that has ominous implications for developing number sense and meaning and for using alternative algorithms and alternative representations within whole number arithmetic. For the most part, school programs examine place value at a surface level, with a primary focus on having the student identify or state a number value according to its positional setting. For example, in 146 the student is asked to state the value of the "4" as 40 or as four 10's. Seldom is place value examined for its deep structure potential by incorporating, for example, expanded notation to complete an item. Our interest is in the deep structure view of place value models (e.g., Ross, 1986, 1989, 1990), which delved more deeply into selected meanings of place value and their implications. In modeling the work of Ross with a sample of students with mild disabilities, the tasks were constructed from her model and the data are presented following her procedure. This paper presents data from a developmental inquiry of the place value performance of 126 students with mild disabilities on six place value tasks. A discussion of the multiplicity of meanings and activities related to knowing and doing arithmetic with an emphasis on place value is presented. (Contains 2 tables and 4 figures.)
Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A