photo by:
Jeremy Mikkola Place value is perhaps the most fundamental concept imbedded in the elementary and middle school mathematics curriculum. Correctly solving problems that involve computation of whole and rational numbers is dependent upon understanding and expressing multidigit quantities. “It is absolutely essential that students develop a solid understanding of the base ten numeration system and place-value concepts by the end of grade 2. Students need many instructional experiences to develop their understanding of the systems including how numbers are written (NCTM, 2000, p. 81). Yet, knowing when to exchange groups of ones for tens or how to handle a zero in the hundreds place when subtracting, for example, confuses many students who then struggle with algorithms. Learners can correct these and other misunderstandings by solving real-world problems with hands-on materials and learning aids such as counters, base ten manipulatives, and place value charts. “Understanding and fluency are related . . . and there is some evidence that understanding is the basis for developing procedural fluency” (Kilpatrick, Swafford, & Findell, 2001, p. 197). Correctly recording numerals in the quotient when dividing 348 by 30 is an example of demonstrating procedural fluency.
Research indicates that students’ experience using physical models to represent hundreds, tens, and ones can be effective in dealing with place value issues early in the curriculum. The materials should “help them e think about how to combine quantities and eventually how this process connects with written procedure” (Kilpatrick et al., 2001, p. 198). However, “merely having manipulatives available does not insure that students will think about how to group the quantities and express them symbolically” (NCTM, 2000, p. 80). Rather, students must construct meaning for themselves by using manipulatives to represent groups of tens in classroom discussions and in authentic, cooperative activities.
This article will deal with typical multidigit place value errors of both conceptual understanding and procedure. Appropriate remediation activities will be described for each place value error pattern.
-
1
- 2
© ______ 2009, Allyn & Bacon, an imprint of Pearson Education Inc. Used by permission. All rights reserved. The reproduction, duplication, or distribution of this material by any means including but not limited to email and blogs is strictly prohibited without the explicit permission of the publisher.
Ask a Question
Have questions about this article or topic? AskToday on Education.com
HOME COOKING
10 Ways to Spice Up Your Barbecue
CELEBRATION
Happy Graduation
WORKBOOKS
New Workbooks Are Here!
Popular Articles
- 20 Great Graduation Quotes
- Examining Possible Causes of ADHD
- Can Inventiveness Be Taught?
- What Do Test Scores Really Say About a School?
- Great Gifts for Middle School Grads
- Unraveling the Mystery of the Allergy Epidemic
- 9 Ways to Encourage Early Literacy
- Ten Great High School Graduation Gifts
- Is High-Stakes Testing Cheating Your Kid?
- Picky Eaters: Tips for Tackling and Myths Debunked



Add your own comment