A Competency Model of Place Value Understanding in South African Primary School Pupils

Autor/inn/en	Herzog, Moritz; Ehlert, Antje; Fritz, Annemarie
Titel	A Competency Model of Place Value Understanding in South African Primary School Pupils
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 21 (2017) 1, S.37-48 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2017.1279453
Schlagwörter	Models; Number Concepts; Foreign Countries; Grade 2; Grade 3; Grade 4; Elementary School Students; Elementary School Mathematics; Mathematics Instruction; Mathematics Skills; Mathematical Concepts; Item Response Theory; Test Items; Problem Solving; South Africa; Germany + Suchen Sie Ihr Suchwort? Analogiemodell; Number concept; Zahlbegriff; Ausland; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Item-Response-Theorie; Test content; Testaufgabe; Problemlösen; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Deutschland
Abstract	Although the general development of mathematical abilities in primary school has been the focus of many researchers, the development of place value understanding has rarely been investigated to date. This is possibly due to the lack of conceptual approaches and empirical studies related to this topic. To fill this gap, a theory-driven and empirically validated model was developed that describes five sequential conceptual levels of place value understanding. The level sequence model gives us the ability to estimate general abilities and difficulties in primary school pupils in the development of a conceptual place value understanding. The level sequence model was tried and tested in Germany, and given that number words are very differently constructed in German and in the languages used in South African classrooms, this study aims to investigate whether this level sequence model can be transferred to South Africa. The findings based on the responses of 198 Grade 2-4 learners show that the English translation of the test items results in the same item level allocation as the original German test items, especially for the three basic levels. Educational implications are provided, in particular concrete suggestions on how place value might be taught according to the model and how to collect specific empirical data related to place value understanding. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01