Gervasoni, A., Parish, L., Hadden, T., Turkenburg, K., Bevan, K., Livesey, C. & Croswell, M. (2011). Insights about children's understanding of 2-digit and 3-digit numbers. J. Clark, B. Kissane, J. Mousley. 315-323. Australia: AAMT and MERGA.
Five interpretive place value tasks were added to the Early Numeracy Interview (ENI) to gain further insight about students’ construction of conceptual knowledge associated with 2-digit and 3-digit numbers. The researchers hypothesised that even though some students were successful at reading, writing and ordering numbers, interpreting multi-digit numbers for problem solving remained a struggle for them. Analyses of students’ responses showed that the new tasks distinguished students who previously were assessed as understanding 2- digit or 3-digit numbers, but who could not identify 50 or 150 on a number line or state the total of collections reduced or increased by ten. The new tasks assist teachers to identify students who need further instruction to fully understand 2-digit and 3-digit numbers.
School of Education
Open Access Conference Paper