NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ923183
Record Type: Journal
Publication Date: 2011
Pages: 23
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-1940-4158
Developing Conceptual Place Value: Instructional Design for Intensive Intervention
Ellemor-Collins, David; Wright, Robert
Australian Journal of Learning Difficulties, v16 n1 p41-63 2011
Research literature is reviewed, identifying a need to design instruction to support multi-digit mental computation and critiquing conventional place value instruction. A distinctive instructional domain is proposed, called conceptual place value (CPV)--incrementing and decrementing numbers by units of ones, tens and hundreds. A design research study is reported, focusing on refining the instructional design for CPV with low-attaining 3rd and 4th graders. Two cases of extensive instruction in CPV are described, drawn from 10-week, 1-on-1 teaching cycles of 29 and 32 25-minute lessons. Three key features of instruction that appear to support the two students' learning of CPV are identified: advancing the level of tasks over the lessons, micro-adjusting tasks within lessons and the linking of number words, numerals and quantity. Three dimensions for advancing the level of tasks are identified: extending the range of numbers, making increments and decrements more complex and progressively distancing materials. (Contains 1 figure and 2 tables.)
Routledge. 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
Education Level: Elementary Education; Grade 3; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A