Developing whole-number place-value concepts, 1st Australian ed.

Textbook (chapter)


Martin, David. 2019. "Developing whole-number place-value concepts, 1st Australian ed." Van de Walle, John, Karp, Karen, Bay-Williams, Jennifer, Brass, Amy, Bentley, Brendan, Ferguson, Sue, Goff, Wendy, Livy, Sharyn, Marshman, Margaret, Martin, David, Pearn, Cath, Prodromou, Theodosia, Symons, Duncan and Wilke, Karina (ed.) Primary and Middle Years Mathematics: Teaching Developmentally. Melbourne, Victoria. Pearson Australia Group. pp. 227-251
Chapter Title

Developing whole-number place-value concepts, 1st Australian ed.

Book Chapter CategoryTextbook (chapter)
ERA Publisher ID2896
Book TitlePrimary and Middle Years Mathematics: Teaching Developmentally
Authors
AuthorMartin, David
EditorsVan de Walle, John, Karp, Karen, Bay-Williams, Jennifer, Brass, Amy, Bentley, Brendan, Ferguson, Sue, Goff, Wendy, Livy, Sharyn, Marshman, Margaret, Martin, David, Pearn, Cath, Prodromou, Theodosia, Symons, Duncan and Wilke, Karina
Page Range227-251
Chapter Number11
Number of Pages25
Year2019
PublisherPearson Australia Group
Place of PublicationMelbourne, Victoria
ISBN9781488615627
9781488620546
Web Address (URL)https://www.pearson.com.au/9781488620546
Abstract

Number sense is linked to a complete understanding of place value, including extensions to decimal numeration as it develops across the primary and middle years. In Year 1, students count and are exposed to patterns in numbers up to 100 and they learn to think about groups of ten objects as a unit. By Year 2, these initial ideas of patterns and groups of ten are formally connected to three-digit numbers, and in Year 4 students extend their understanding to numbers up to 1 000 000 in a variety of contexts. In Year 4 and Year 5, the ideas of whole numbers are extended to decimals (ACARA, 2016). A significant part of this development includes students putting numbers together (composing) and taking them apart (decomposing) in a wide variety of ways as they solve addition and subtraction problems with two- and three-digit numbers. Place value is a way for students to think about larger quantities (Mix, Prather, Smith, & Stockton, 2014) and to enhance their ability to invent their own computation strategies. Without a firm foundation and understanding of place value, students may face chronic low levels of mathematics performance (Chan & Ho, 2010; Moeller, Martignon, Wessolowski, Engel, & Nuerk, 2011). The following big ideas are the foundational concepts that will lead students to a full understanding of place value.

Keywordsprimary school; middle years; teaching; mathematics; number sense; place value
ANZSRC Field of Research 2020390109. Mathematics and numeracy curriculum and pedagogy
Byline AffiliationsSchool of Education
Institution of OriginUniversity of Southern Queensland
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