Cracking the Code of Place Value: The Relationship between "Place" and "Value" Takes Years to Master

Autor/inn/en	Cheung, Pierina; Ansari, Daniel
Titel	Cracking the Code of Place Value: The Relationship between "Place" and "Value" Takes Years to Master
Quelle	In: Developmental Psychology, 57 (2021) 2, S.227-240 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cheung, Pierina) ORCID (Ansari, Daniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001145
Schlagwörter	Number Concepts; Children; Child Development; Age Differences; Learning; Evaluative Thinking; Foreign Countries; Knowledge Level; Mathematics Instruction; Canada + Suchen Sie Ihr Suchwort? Number concept; Zahlbegriff; Child; Kind; Kinder; Kindesentwicklung; Age; Difference; Age difference; Altersunterschied; Lernen; Ausland; Wissensbasis; Mathematics lessons; Mathematikunterricht; Kanada
Abstract	"Place value," which underlies the meanings of multidigits, encompasses the principle of position and base-10 rules. To understand 65, one needs to know that the digits 6 and 5 occupy different positions and thus represent ordered values of different magnitudes (i.e., the "principle of position") and that the value of each position is determined by base-10 rules (i.e., the rightmost position is 10[superscript 0], followed by 10[superscript 1], 10[superscript 2], etc.). Without the principle of position, children cannot construct meanings for multidigits. Previous studies have shown that children do not know the exact value of digit positions until the early elementary school years, but less is known about the acquisition of positional knowledge for multidigits. To study when and how children construct a relationship between position and value, we explore when children begin to know that the leftmost digit represents the largest value and whether such knowledge relates to learning number names. Children ages 4 to 7 years, from primarily Caucasian, middle-class families were asked to compare different pairs of multidigits. Some comparisons (e.g., 12 vs. 21) required knowledge of positional property, and some did not (e.g., 35 vs. 36). We found that as a group, 6-year-old children could recruit positional knowledge to compare multidigits. We also found that children who knew the number names of both multidigits in a comparison pair were above chance on multidigit comparison. Our results shed light on the developmental steps toward acquiring place-value notation and highlight a role of learning number names for learning positional property of the place-value notation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01