Understanding the concept of place value: A teaching strategy
DOI:
https://doi.org/10.24197/edmain.1.2017.1-31Keywords:
Elementary school mathematics, Place value, Teaching strategy, Teaching for understandingAbstract
This paper reports a study that proposes an alternative teaching strategy to cope with and eventually overcome some difficulties presented by second graders (ages 5-7) at two public Elementary schools in Bogota (Colombia). Based on the analysis of the classroom contexts in both groups and on a literary review on the field, a teaching unit, founded on the Teaching for Understanding framework, was designed, implemented and evaluated. This strategy intended to enhance students’ understanding of the concept of place value. This was a qualitative-descriptive study framed within the Action-Research design. The findings show that students made progress in understanding the concept of place value through the activities proposed in the teaching unit.
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