A Tri-Nation Comparative Study of Place Value in Early Years Curricula Documents
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| Title: | A Tri-Nation Comparative Study of Place Value in Early Years Curricula Documents |
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| Language: | English |
| Authors: | Westaway, Lise, Ladel, Silke, Vale, Pamela, Larkin, Kevin, Graven, Mellony, Kortenkamp, Ulrich, Mathematics Education Research Group of Australasia (MERGA) |
| Source: | Mathematics Education Research Group of Australasia. 2023. |
| Availability: | Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ |
| Peer Reviewed: | N |
| Page Count: | 8 |
| Publication Date: | 2023 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Cross Cultural Studies, Mathematics Instruction, Number Concepts, Mathematics Curriculum, Elementary School Students, Comparative Education, Language Role, Instructional Materials, Teaching Methods, Foreign Countries |
| Geographic Terms: | South Africa, Australia, Germany |
| Abstract: | In this paper we compare the early years mathematics curricula of Germany, South Africa, and Australia in relation to the place value concept. Place value is an important topic as it underpins much of the number work completed by learners in the early years of schooling. We found that there were differences between the three curricula that could be summarised using five themes: namely, number range, place value structure, role of the zero, influence of language, and use of materials. We argue that how the different curricula deal with these five themes influences the quality of learning provided and we highlight key areas of concern. In concluding we identify three important implications for our future research project. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | ED631597 |
| Database: | ERIC |
| Abstract: | In this paper we compare the early years mathematics curricula of Germany, South Africa, and Australia in relation to the place value concept. Place value is an important topic as it underpins much of the number work completed by learners in the early years of schooling. We found that there were differences between the three curricula that could be summarised using five themes: namely, number range, place value structure, role of the zero, influence of language, and use of materials. We argue that how the different curricula deal with these five themes influences the quality of learning provided and we highlight key areas of concern. In concluding we identify three important implications for our future research project. |
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