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The development of place value concepts: Approximation before principles.

Kelly S Mix1, Corinne A Bower1, Gregory R Hancock1

  • 1University of Maryland, College Park, Maryland, USA.

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This summary is machine-generated.

Early math skills in children develop from implicit knowledge. Kindergarten approximate number sense, not explicit base-10 understanding, predicts first-grade place value comprehension.

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Area of Science:

  • Cognitive Development
  • Educational Psychology
  • Mathematics Education

Background:

  • Place value understanding is crucial for mathematical development.
  • Early mathematical skills are foundational for later academic success.
  • The development of number sense in young children is a key area of research.

Purpose of the Study:

  • To investigate the longitudinal development of place value concepts in children.
  • To examine the relationship between explicit base-10 understanding and approximate number skills.
  • To identify early predictors of place value understanding in first grade.

Main Methods:

  • Longitudinal study tracking 279 diverse children from kindergarten to first grade.
  • Administered syntactic (explicit base-10) and approximate number tasks.
  • Utilized factor analysis and path analyses to examine task relationships and predictive validity.

Main Results:

  • Children performed significantly better on approximate tasks than syntactic tasks.
  • Syntactic and approximate tasks measured separate abilities in kindergarten but not in first grade.
  • Kindergarten approximate performance was the sole significant predictor of first-grade place value understanding.

Conclusions:

  • Explicit understanding of base-10 principles emerges from implicit, partial knowledge.
  • Approximate number sense in early childhood is a critical foundation for developing place value concepts.
  • Interventions focusing on implicit number knowledge may enhance early place value development.