Numerical Notation and the Place-Value Concept in Young Children
Cayton, Gabrielle A.
2007-02-02
- A qualifying paper submitted in partial fulfillment of the requirements for the Doctoral program in MSTE Education. Abstract: In recent decades, we have come to accept that children's appropriation of written numbers is not automatic or simple. Various studies of children's use of notation point to several different types of notational practice possibly linked to stages in the understanding of ... read moreplace value in base-ten (Alvara001, 2002; Brizuela, 2004; Scheuer et al, 2000; Seron & Fayol, 1994). Scheuer et al (2000) discuss two distinct types of incorrect numerical notation strategies used by children: logogramic and compacted notation. Logogramic notation refers to children who write the entire number literally, such as 100701 for one hundred seventy-one. Compacted notation refers to children who remove some of the zeros from the logogramic coding while still not condensing the number entirely into its conventional form, such as 1071 for one hundred seventy-one. Scheuer speculates that perhaps these two types of notational strategies stem from different conceptual ideas about the numbers themselves, yet the study does not explore these ideas, focusing only on written numbers. The study described in this paper examines Scheuer's arguments by comparing numerical notation strategies with children's performance on a task of decomposing numbers created by valued tokens that will provide insights into the children's ideas.read less
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- b85160113
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- tufts:UA071.001.001.00002.00002
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