Alexandria Digital Research Library

Learning 10s horizontally improves first graders' estimation of numerical magnitudes

Author:
Zhang, Yu
Degree Supervisor:
Yukari Okamoto
Place of Publication:
[Santa Barbara, Calif.]
Publisher:
University of California, Santa Barbara
Creation Date:
2016
Issued Date:
2016
Topics:
Education and Early childhood education
Genres:
Online resources and Dissertations, Academic
Degree Grantor:
University of California, Santa Barbara. Education
Dissertation:
Ph.D.--University of California, Santa Barbara, 2016
Description:

This paper examined the number magnitude understanding and estimation of elementary students. Children as early as kindergartner differ in their understanding of numerical magnitudes. Research has found that teaching linearity of numbers was effective in improving children's estimation of numerical magnitudes (Booth & Siegler, 2008). Extending this line of work, I examined two different ways that linearity of numbers is taught: multiple 10 blocks and bundles. There were 58 kindergarten and first-grader students from Southern California randomly assigned to one of the three instructional contexts: blocks, bundles and control condition. I found that the students using the combination of base-10 and unit blocks gained more from the instruction than the other two groups. The students in the blocks group presented linearity for mental number line after the instruction. However, those in bundle and control groups could not.

Physical Description:
1 online resource (116 pages)
Format:
Text
Collection(s):
UCSB electronic theses and dissertations
ARK:
ark:/48907/f3jd4x0k
ISBN:
9781369340921
Catalog System Number:
990047190230203776
Rights:
Inc.icon only.dark In Copyright
Copyright Holder:
Yu Zhang
File Description
Access: Public access
Zhang_ucsb_0035D_13189.pdf pdf (Portable Document Format)