# 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. Textbook (chapter) 2896 Primary and Middle Years Mathematics: Teaching Developmentally Martin, David 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 227-251 11 25 2019 Pearson Australia Group Melbourne, Victoria 9781488615627 9781488620546 https://www.pearson.com.au/9781488620546 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. primary school; middle years; teaching; mathematics; number sense; place value 390109. Mathematics and numeracy curriculum and pedagogy School of Education University of Southern Queensland

https://research.usq.edu.au/item/q5z75/developing-whole-number-place-value-concepts-1st-australian-ed

total views
• ##### 8
views this month

## Related outputs

##### Primary Teachers' Perceptions of Their Students' Digital Technologies Competencies
Redmond, Petrea, Smart, Vicky, Albion, Peter, Cantle, Robert and Martin, David. 2022. "Primary Teachers' Perceptions of Their Students' Digital Technologies Competencies." Langran, Elizabeth and Eguchi, Amy (ed.) 33rd International Conference of the Society for Information Technology and Teacher Education (SITE 2022). San Diego, United States 11 - 15 Apr 2022 Waynesville, NC, United States.
##### Planning in the problem-based classroom, 1st Australian ed.
Martin, David. 2019. "Planning in the problem-based classroom, 1st Australian ed." Van de Walle, John, Karp, Karen, Bay-Williams, Jennifer M., Brass, Amy, Bentley, Brendan, Ferguson, Sue, Goff, Wendy, Livy, Sharyn, Marshman, Margaret, Martin, David, Pearn, Cath, Prodromou, Theodosia, Symons, Duncan and Wilkie, Karina (ed.) Primary and Middle Years Mathematics: Teaching Developmentally.. Melbourne, Victoria. Pearson Australia Group. pp. 60-86
##### Course design features influencing preservice teachers’ self-efficacy beliefs in their ability to support students’ use of ICT
Martin, David A., McMaster, Natalie and Carey, Michael D.. 2020. "Course design features influencing preservice teachers’ self-efficacy beliefs in their ability to support students’ use of ICT." Journal of Digital Learning in Teacher Education. 36 (4), pp. 221-236. https://doi.org/10.1080/21532974.2020.1781000
##### Development and validation of a survey instrument for measuring pre-service teachers' pedagogical content knowledge
Martin, David and Jamieson-Proctor, Romina. 2020. "Development and validation of a survey instrument for measuring pre-service teachers' pedagogical content knowledge." International Journal of Research and Method in Education. 43 (5), pp. 512-525. https://doi.org/10.1080/1743727X.2019.1687669
##### The impact of problem-based learning on pre-service teachers’ development and application of their mathematics pedagogical content knowledge
Martin, David A.. 2017. The impact of problem-based learning on pre-service teachers’ development and application of their mathematics pedagogical content knowledge. PhD Thesis Doctor of Philosophy. University of Southern Queensland. https://doi.org/10.26192/5bf788ddf93e4
##### Making online classrooms real: engaging pedagogy for online students
Black, Trevor, Louth, Sharon and Martin, David. 2014. "Making online classrooms real: engaging pedagogy for online students." 2014 Australian Teacher Education Association Conference (2014 ATEA). Sydney, Australia 06 - 09 Jul 2014 Sydney, Australia.
##### Measuring problem-based learning's impact on pre-service teachers' mathematics pedagogical content knowledge
Martin, David A., Grimbeek, Peter and Jamieson-Proctor, Romina. 2013. "Measuring problem-based learning's impact on pre-service teachers' mathematics pedagogical content knowledge." 2nd International Higher Education Teaching And Learning Conference (IEAA 2013): Engaging Innovative Pedagogical Practice and Research in Higher Education. Sarawak, Malaysia 09 - 10 Dec 2013 Malaysia.
##### Revisiting the control group: Problem-based learning's impact on the understanding of place value
Martin, David A.. 2012. "Revisiting the control group: Problem-based learning's impact on the understanding of place value ." 3rd International PBL Symposium 2012: PBL and the Problematization of Teaching and Learning. Singapore 07 - 09 Mar 2012 Singapore.
##### Problem-based learning's impact on the understanding of place value
Martin, David A. and Jamieson-Proctor, Romina. 2010. "Problem-based learning's impact on the understanding of place value." CETL 2010: Enhancing Learning Experiences in Higher Education. Pok Fu Lam, China 02 - 03 Dec 2010 Hong Kong.