Steps in Developing a Quality Whole Number Place Value Assessment for Years 3-6: Unmasking the "Experts" [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012).

Autor/in	Rogers, Angela
Institution	Mathematics Education Research Group of Australasia
Titel	Steps in Developing a Quality Whole Number Place Value Assessment for Years 3-6: Unmasking the "Experts" [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012).
Quelle	(2012), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Numbers; Number Concepts; Grade 2; Grade 3; Grade 4; Grade 5; Mathematics Instruction; Expertise; Elementary School Students; Arithmetic; Foreign Countries; Misconceptions; Elementary School Mathematics; Australia + Suchen Sie Ihr Suchwort? Zahlenraum; Number concept; Zahlbegriff; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Mathematics lessons; Mathematikunterricht; Expert appraisal; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Ausland; Missverständnis; Elementare Mathematik; Schulmathematik; Australien
Abstract	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. (As Provided).
Anmerkungen	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@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01