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Article
Impacting Early Childhood Teachers’ Understanding of the Complexities of Place Value
Journal of Early Childhood Teacher Education
  • Jo Ann Cady, University of Tennessee
  • Theresa M. Hopkins, East Tennessee State University
  • Jamie H. Price, East Tennessee State University
Document Type
Article
Publication Date
1-1-2014
Description

In order to help children gain a more robust understanding of place value, teachers must understand the connections and relationships among the related concepts as well as possess knowledge of how children learn early number concepts. Unfortunately, teachers’ familiarity with the base-ten number system and/or lack of an understanding of multidigit whole numbers leads to instruction that encourages a superficial understanding of the concepts of our base-ten system rather than instruction that pushes students to go beyond recitation of the value of the digit in the ten's place. This study highlights the attempts of three mathematics educators in reconceptualizing and impacting teachers’ understanding of place value concepts.

Citation Information
Jo Ann Cady, Theresa M. Hopkins and Jamie H. Price. "Impacting Early Childhood Teachers’ Understanding of the Complexities of Place Value" Journal of Early Childhood Teacher Education Vol. 35 (2014) p. 79 - 97 ISSN: 1090-1027
Available at: http://works.bepress.com/jamie-price/12/