Developing Conceptual Place Value: Instructional Design for Intensive Intervention

Autor/inn/en	Ellemor-Collins, David; Wright, Robert
Titel	Developing Conceptual Place Value: Instructional Design for Intensive Intervention
Quelle	In: Australian Journal of Learning Difficulties, 16 (2011) 1, S.41-63 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
Schlagwörter	Instructional Design; Mental Computation; Number Concepts; Grade 4; Literature Reviews; Grade 3; Teaching Methods; Task Analysis; Intervention; Mathematics Teachers; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Kopfrechnen; Number concept; Zahlbegriff; School year 04; 4. Schuljahr; Schuljahr 04; School year 03; 3. Schuljahr; Schuljahr 03; Teaching method; Lehrmethode; Unterrichtsmethode; Aufgabenanalyse; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Unterrichtserfolg
Abstract	Research literature is reviewed, identifying a need to design instruction to support multi-digit mental computation and critiquing conventional place value instruction. A distinctive instructional domain is proposed, called conceptual place value (CPV)--incrementing and decrementing numbers by units of ones, tens and hundreds. A design research study is reported, focusing on refining the instructional design for CPV with low-attaining 3rd and 4th graders. Two cases of extensive instruction in CPV are described, drawn from 10-week, 1-on-1 teaching cycles of 29 and 32 25-minute lessons. Three key features of instruction that appear to support the two students' learning of CPV are identified: advancing the level of tasks over the lessons, micro-adjusting tasks within lessons and the linking of number words, numerals and quantity. Three dimensions for advancing the level of tasks are identified: extending the range of numbers, making increments and decrements more complex and progressively distancing materials. (Contains 1 figure and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10