place value, mathematics, elementary education, computation
In an attempt to examine student understanding of place value with third graders, I conducted action research with a small group of girls to determine if my use of instructional strategies would encourage the development of conceptual understanding of place value. Strategies that have been found to encourage conceptual development of place value, such as use of the candy factory, were incorporated into my instruction. Instructional strategies were adjusted as the study progressed to meet the needs of the students and the development of their understanding of place value. Student explanations of their use of strategies contributed to my interpretation of their understanding. Additionally, I examined the strategies that the students chose to use when adding or subtracting multidigit numbers. Student understanding was demonstrated through group discussion and written and oral explanations. My observations, anecdotal records and audio recordings allowed me to further analyze student understanding. The results of my research seem to corroborate previous research studies that emphasize the difficulty that many students have in understanding place value at the conceptual level.
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Master of Education (M.Ed.)
College of Education
Teaching and Learning Principles
K-8 Mathematics and Science Education
Length of Campus-only Access
Masters Thesis (Open Access)
Cuffel, Terry, "Linking Place Value Concepts With Computational Practices In Third Grade" (2009). Electronic Theses and Dissertations. 4142.