An Analysis of Place Value Visual Representations in South African, Singaporean, and Australian Workbooks
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| Title: | An Analysis of Place Value Visual Representations in South African, Singaporean, and Australian Workbooks |
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| Language: | English |
| Authors: | Tammy Booysen, Lise Westaway, Mellony Graven, Kevin Larkin, Silke Ladel, Dinah-Marie Wiedenhof, Kim Fry, Pam Vale, Ulrich Kortenkamp, Mathematics Education Research Group of Australasia (MERGA) |
| Source: | Mathematics Education Research Group of Australasia. 2025. |
| 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: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Grade 1 Primary Education Grade 2 Grade 3 |
| Descriptors: | Visual Aids, Workbooks, Mathematics Instruction, Elementary School Mathematics, Foreign Countries, Number Concepts, Grade 1, Grade 2, Grade 3 |
| Geographic Terms: | South Africa, Singapore, Australia |
| Abstract: | Place value competence in early years mathematics is a precursor for success in later grades. In this paper, we analyse the place value visual representations in workbooks from South Africa, Singapore and Australia. A cross-country comparison of curricula materials provides an opportunity to understand similarities and differences in use of visual representations in teaching place value. Drawing on an adapted Visual Representation Framework, we analyse the types of place value VRs in the Grades 1-3 workbooks across the three countries. The results show that there are significant differences in the number of VR and types of VR privileged across the three countries. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED676438 |
| Database: | ERIC |
| Abstract: | Place value competence in early years mathematics is a precursor for success in later grades. In this paper, we analyse the place value visual representations in workbooks from South Africa, Singapore and Australia. A cross-country comparison of curricula materials provides an opportunity to understand similarities and differences in use of visual representations in teaching place value. Drawing on an adapted Visual Representation Framework, we analyse the types of place value VRs in the Grades 1-3 workbooks across the three countries. The results show that there are significant differences in the number of VR and types of VR privileged across the three countries. |
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