Can You Borrow From an Already Borrowed From Number? Insights into Second Graders’ Knowledge of Place Value

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  • March 20, 2019
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  • Johnson, Tracy L.
    • Affiliation: School of Education
Abstract
  • This purpose of this study is to provide insights about end-of-the year second graders' knowledge of place value and its application in solving two- and three-digit addition and subtraction problems. Twenty-two students in two schools in the same district in rural North Carolina were interviewed using a qualitative, structured, task-based interview. The tasks addressed number combinations, use of ten as a composite unit, conservation of quantity for grouped objects, incrementing on and off the decade by tens with and without physical representations of quantities, two- and three-digit addition and subtraction problems, and understanding of algorithmic procedures. The findings of this study indicate that students' strategy selection is largely algorithm-dependent, and students appear to have stronger procedural knowledge than conceptual understanding of the standard algorithm. Students had more difficulty procedurally and conceptually with subtraction than addition. This study also found that students' highest known number combination may relate to their overall level of base-ten knowledge. Finally, the interview protocol used to assess students' place value knowledge appears to provide comprehensive data for assessing levels of knowledge.
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  • In Copyright
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  • Steinthorsdottir, Olof Bjorg
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  • Open access
Date uploaded
  • October 19, 2010

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file details Can you borrow from an already borrowed from number? : insights into second graders' knowledge of place value 2019-04-08 Public Download