Literaturnachweis - Detailanzeige
| Autor/inn/en | Mix, Kelly S.; Bower, Corinne A.; Hancock, Gregory R.; Yuan, Lei; Smith, Linda B. |
|---|---|
| Titel | The Development of Place Value Concepts: Approximation before Principles |
| Quelle | In: Child Development, 93 (2022) 3, S.778-793 (16 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Mix, Kelly S.) ORCID (Bower, Corinne A.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0009-3920 |
| DOI | 10.1111/cdev.13724 |
| Schlagwörter | Kindergarten; Child Development; Number Concepts; Longitudinal Studies; Task Analysis; Grade 1; Syntax; Path Analysis; Concept Formation; Factor Analysis |
| Abstract | Place value concepts were measured longitudinally from kindergarten (2017) to first grade (2018) in a diverse sample (n = 279; M[subscript age] = 5.76 years, SD = 0.55; 135 females; 41% Black, 38% White, 8% Asian, 12% Latino). Children completed three syntactic tasks that required an explicit understanding of base-10 symbols and three approximate tasks that could be completed without this explicit understanding. Approximate performance was significantly better in both age groups. A factor analysis confirmed that syntactic and approximate tasks tapped separate latent variables in kindergarten, but not in first grade. Path analyses indicated that only kindergarten approximate performance predicted overall first-grade place value understanding. These findings suggest that explicit understanding of base-10 principles develops from implicit, partial knowledge of multidigit numbers. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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