Steps in Developing a Quality Whole Number Place Value Assessment for Years 3-6: Unmasking the ExpertsReport as inadecuate




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Mathematics Education Research Group of Australasia, Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012)

Upper primary school students' difficulties with decimal place value are widely recognised due largely to the availability of assessment tools that accurately identify students' misconceptions in this domain. Yet, many students' decimal difficulties seem to stem from a lack of understanding of whole number place value for which there are few, if any, comprehensive assessment tools at the upper primary school level. The inevitable result of this is that teachers tend to assume upper primary students have a deeper understanding of place value than is often the case and limit their teaching to fairly routine tasks that do not expose student misconceptions. This paper describes the derivation of a research-based, multi-dimensional Hypothetical Learning Trajectory for whole number place value. It explains the process involved in identifying the key aspects of place value and includes indicative examples of the assessment items used to evaluate this.

Descriptors: Numbers, Number Concepts, Grade 2, Grade 3, Grade 4, Grade 5, Mathematics Instruction, Expertise, Elementary School Students, Arithmetic, Foreign Countries, Misconceptions, Elementary School Mathematics

Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales[at]merga.net.au; Web site: http://www.merga.net.au/





Author: Rogers, Angela

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1645&id=ED573343







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