An additive numeral system related to place value

1965 ◽  
Vol 12 (3) ◽  
pp. 212-215
Author(s):  
Goldie E. Vitt
Keyword(s):  
Young Children ◽  
Learning Experiences ◽  
Place Value ◽  
Decimal System ◽  
Conventional Methods

The concepts relating to place value in our decimal system involve what are probably some of the most difficult learning experiences that the primary child encounters. While many young children are able to tell “how many ones,” ”how many tens,” “how many hundreds” in a numeral, the teacher sometimes has reason to suspect that this skill is a superficial one, and that many conventional methods of presenting material intended to teach place value do not promote real internalization of the concepts involved or provide realistic mean for evaluation of learnings.

The Influence of Structural Aspects of the English Counting Word System on the Teaching and Learning of Place Value

1998 ◽  
Vol 59 (1) ◽  
pp. 1-8 ◽  
Author(s):  
Ian Thompson
Keyword(s):  
Young Children ◽  
Teaching And Learning ◽  
Place Value ◽  
Single Digit ◽  
Value System ◽  
Number Words ◽  
Large Numbers ◽  
Structural Aspects

The influence of structural aspects of the English counting word system on the teaching and learning of place value In their discussion of the teaching of place value to young children Fuson and Briars (1990) describe the extent to which the English spoken system of number words constitutes a ‘named value’ system for large numbers. They argue that, because two-digit numbers are not ‘named value’, teachers should move from teaching single-digit calculations to teaching calculations with large numbers, only returning to two-digit numbers when children are familiar with the standard written algorithms. This article uses transcriptions of children calculating mentally to suggest that they appear to take advantage of the ‘partitionable’ aspect of the language associated with two-digit numbers - an aspect that Fuson and Briars (1990) appear to have ignored. These examples appear to raise questions about their recommendation that teachers should progress from single-digit to large number calculations.

Empowering Aboriginal Families as Their Children’s First Teachers of Cultural Knowledge, Languages and Identity at Galiwin’ku FaFT Playgroup

2021 ◽  
pp. 183693912110389
Author(s):  
Dorothy Gapany ◽  
Marilyn Murukun ◽  
Jessica Goveas ◽  
Jonica Dhurrkay ◽  
Verity Burarrwanga ◽  
...  
Keyword(s):  
Young Children ◽  
Sign Language ◽  
Educational Program ◽  
Learning Experiences ◽  
Self Esteem ◽  
Early Learning ◽  
Cultural Knowledge ◽  
Daily Interactions ◽  
The Rich ◽  
Aboriginal Children

Embracing and embedding the rich cultural knowledge, languages, concepts and skills that Aboriginal families and children bring to playgroup is key to empowering families as their children’s first teachers and strengthening young children’s self-esteem, pride, confidence and identities. In this article, we share our story of how we have explored and upheld the strengths of Yolŋu identity, cultural knowledge and language in the Galiwin’ku Families as First Teachers (FaFT) playgroup early educational program. We highlight the ways we have supported mothers to embed gesture, sign language, Yolngu Matha language conventions, Yolŋu kinship, clan concepts and dance into their daily interactions with their children at FaFT. We reflect on what has empowered mothers to feel agentic in their children’s learning in these playgroups and to build strong Yolŋu identities in young children and argue that playgroup is a vital educational platform through which to deliver culturally meaningful early learning experiences for Aboriginal children prior to preschool.

Aligning Preschool and Kindergarten Classroom Learning Experiences

2021 ◽  
pp. 60-83
Author(s):  
Meg Deane Franko ◽  
Duan Zhang
Keyword(s):  
Data Analysis ◽  
Young Children ◽  
Developmentally Appropriate ◽  
Learning Experiences ◽  
Secondary Data ◽  
The Other ◽  
Developmentally Appropriate Practices ◽  
Classroom Learning ◽  
Kindergarten Classroom ◽  
Appropriate Practices

The focus of transition from preschool to kindergarten is often placed on what can be done to prepare the child. Relatively little emphasis is placed on how differences between learning experiences across settings might impact the child's transition from one setting to the other. This chapter presents the results of secondary data analysis of the 2009 FACES study that show that the alignment of prekindergarten-kindergarten (PK-K) learning experiences impacts children's kindergarten outcomes. In particular, HLM modeling found that children who had at least as many or more activity-based centers in their classrooms in kindergarten as they had in prekindergarten showed significantly better literacy and math outcomes at the end of kindergarten than children who had less or no activity-based centers in kindergarten. This chapter advocates for a systemic focus on transition that puts an emphasis on continuing developmentally appropriate practices between preschool and kindergarten settings as a way to facilitate transitions and improve outcomes for young children.

A color-coded method of teaching basic arithmetic concepts and procedures

1970 ◽  
Vol 17 (3) ◽  
pp. 231-233
Author(s):  
Charlotte W. Junge ◽  
Roberta Green
Keyword(s):  
Fifth Grade ◽  
Place Value ◽  
Conventional Methods ◽  
Cuisenaire Rods

The method that is explained below was developed by the author in an effort to aid a fifth-grade boy who was severely retarded in arithmetic achievement. All conventional methods of explaining place value, such as the abacus, pocket charts, Cuisenaire rods, etc., were too abstract for this child, and the use of the materials had not led to his developing understanding of concepts.

In the classroom: Binary can be F-U-N

1963 ◽  
Vol 10 (6) ◽  
pp. 354-355
Author(s):  
Marion E. Ochsenhirt ◽  
Mary M. Wedemeyer
Keyword(s):  
Binary System ◽  
Place Value ◽  
Seventh Grade ◽  
Educational Value ◽  
Decimal System ◽  
The North ◽  
New Situation ◽  
Modern Mathematics

The seventh-grade students of the North Hills Joint Schools have found that there is fun as well as educational value in using the binary system. As all teachers of modern mathematics know, one of the main reasons for teaching the binary system is that the pattern for place value in this system is identical to that of the traditional decimal system. Developing the pattern in an entirely new situation gives the student a better understanding of the decimal system.

The Effects of Studying Decimal and Nondecimal Numeration Systems on Mathematical Understanding, Retention, and Transfer

1970 ◽  
Vol 1 (3) ◽  
pp. 162-172
Author(s):  
Richard C. Diedrich ◽  
Vincent J. Glennon
Keyword(s):  
Multivariate Analysis ◽  
Mathematical Understanding ◽  
Analysis Of Covariance ◽  
Value Systems ◽  
Place Value ◽  
Decimal System ◽  
Statistical Procedures ◽  
System 2 ◽  
Grade Groups ◽  
Numeration Systems

What are the effects of studying 1, 3, or 5 place-value systems of numeration? Each of 3 experimental 4th grade groups received 30 minutes of instruction for 9 consecutive school days. A 4th group served as control. Statistical procedures included multivariate analysis of covariance. The results suggest: for the group under consideration (1) a study of the decimal system alone tends to be just as effective as a study of 3 or 5 systems in promoting understanding of the decimal system; (2) a study of either 3 or 5 place-value systems of numeration appears to be more effective than a study of the decimal system alone in promoting understanding of the general principles of place-value systems of numeration.

scholarly journals How We Learn Together: Young Children (and Their Mums) Using Animal Metaphors and Imagery to Understand and Manage Learning

2013 ◽  
Vol 7 (1) ◽  
pp. 203-217
Author(s):  
Helen Jelfs
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Social Transformation ◽  
Learning Experiences ◽  
Local Language ◽  
Childhood Education ◽  
Image Movement ◽  
Unexpected Outcome ◽  
Language For Learning

In this paper I discuss the "Language for Learning" project which used animal metaphors and imagery in an early childhood education setting as a way of enabling children to understand and manage their own learning. The concept of "learning power" was communicated through metaphor and the use of image, movement, and music, which in turn led to the development of a rich and local language for learning. An unexpected outcome of this project was its capacity to generate positive learning experiences for young children and their parents, and to generate personal and social transformation within the wider community.

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