Examining First-Graders' Developing Understanding of Place Value via Base-Ten Virtual Manipulatives.
Saved in:
| Title: | Examining First-Graders' Developing Understanding of Place Value via Base-Ten Virtual Manipulatives. |
|---|---|
| Authors: | Flevares, Lucia M.1 (AUTHOR), Perry, Michelle2 (AUTHOR) mperry@illinois.edu, Beilstein, Shereen Oca2 (AUTHOR), Bajwa, Neet Priya3 (AUTHOR) |
| Source: | Early Childhood Education Journal. Mar2022, Vol. 50 Issue 3, p359-370. 12p. 1 Color Photograph, 1 Black and White Photograph, 2 Charts. |
| Subject Terms: | Performance in children |
| Abstract: | Place value is a challenging concept in children's developing understanding of number. In this study we examine how first-grade children's developing understanding interacts with representations of place value in a virtual game. We examined the comments and strategies children produced during the game, particularly attending to those that exhibited emerging knowledge about base-10 structure. Both behaviors were then examined in relation to children's performance on a grade-specific pre- and posttest. Not surprisingly, children who made comments about tens during the game showed greater pre-to-posttest gains than those who did not. Less expectedly, children whose strategies relied exclusively on counting, but were prone to errors, showed gains in performance when compared to accurate counters. Implications are discussed in terms of the affordances of virtual manipulatives, especially when learners lack some necessary skills to succeed. [ABSTRACT FROM AUTHOR] |
| Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Text: Availability: 1 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 155382711 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Examining First-Graders' Developing Understanding of Place Value via Base-Ten Virtual Manipulatives. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Flevares%2C+Lucia+M%2E%22">Flevares, Lucia M.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Perry%2C+Michelle%22">Perry, Michelle</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> mperry@illinois.edu</i><br /><searchLink fieldCode="AR" term="%22Beilstein%2C+Shereen+Oca%22">Beilstein, Shereen Oca</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bajwa%2C+Neet+Priya%22">Bajwa, Neet Priya</searchLink><relatesTo>3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Early+Childhood+Education+Journal%22">Early Childhood Education Journal</searchLink>. Mar2022, Vol. 50 Issue 3, p359-370. 12p. 1 Color Photograph, 1 Black and White Photograph, 2 Charts. – Name: Subject Label: Subject Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Performance+in+children%22">Performance in children</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Place value is a challenging concept in children's developing understanding of number. In this study we examine how first-grade children's developing understanding interacts with representations of place value in a virtual game. We examined the comments and strategies children produced during the game, particularly attending to those that exhibited emerging knowledge about base-10 structure. Both behaviors were then examined in relation to children's performance on a grade-specific pre- and posttest. Not surprisingly, children who made comments about tens during the game showed greater pre-to-posttest gains than those who did not. Less expectedly, children whose strategies relied exclusively on counting, but were prone to errors, showed gains in performance when compared to accurate counters. Implications are discussed in terms of the affordances of virtual manipulatives, especially when learners lack some necessary skills to succeed. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=155382711 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10643-021-01162-9 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 359 Subjects: – SubjectFull: Performance in children Type: general Titles: – TitleFull: Examining First-Graders' Developing Understanding of Place Value via Base-Ten Virtual Manipulatives. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Flevares, Lucia M. – PersonEntity: Name: NameFull: Perry, Michelle – PersonEntity: Name: NameFull: Beilstein, Shereen Oca – PersonEntity: Name: NameFull: Bajwa, Neet Priya IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 10823301 Numbering: – Type: volume Value: 50 – Type: issue Value: 3 Titles: – TitleFull: Early Childhood Education Journal Type: main |
| ResultId | 1 |
