Putting the "th" in Tenths: Providing Place-Value Labels Helps Reveal the Structure of Our Base-10 Numeral System

Autor/inn/en	Loehr, Abbey M.; Rittle-Johnson, Bethany
Titel	Putting the "th" in Tenths: Providing Place-Value Labels Helps Reveal the Structure of Our Base-10 Numeral System
Quelle	In: Journal of Cognition and Development, 18 (2017) 2, S.226-245 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2016.1243118
Schlagwörter	Number Concepts; Arithmetic; Problem Solving; Elementary School Students; Grade 3; Grade 4; Mathematics Skills; Symbols (Mathematics); Mathematics Activities; Educational Games; Experiments; Statistical Analysis + Suchen Sie Ihr Suchwort? Number concept; Zahlbegriff; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Problemlösen; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Educational game; Lernspiel; Erprobung; Statistische Analyse
Abstract	Research has demonstrated that providing labels helps children notice key features of examples. Much less is known about how different labels impact children's ability to make inferences about the structure underlying mathematical notation. We tested the impact of labeling decimals such as 0.34 using formal place-value labels ("3 tenths and 4 hundredths") compared to informal labels ("point three four") or no labels on children's problem-solving performance. Third- and fourth-graders (N = 104) learned to label decimals while playing a magnitude comparison game and placing decimals on a number line. Formal labels facilitated performance on problems that required understanding the role of zero. Further, formal labels led to lower performance on problems where a whole-number bias led to a correct answer, suggesting that formal labels may have reduced a whole-number bias. Overall, formal labels helped highlight the place-value structure of decimals, indicating that labels can help children notice mathematical structure. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01