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The development of place value concepts: Approximation before principles.


ABSTRACT: Place value concepts were measured longitudinally from kindergarten (2017) to first grade (2018) in a diverse sample (n = 279; Mage  = 5.76 years, SD = 0.55; 135 females; 41% Black, 38% White, 8% Asian, 12% Latino). Children completed three syntactic tasks that required an explicit understanding of base-10 symbols and three approximate tasks that could be completed without this explicit understanding. Approximate performance was significantly better in both age groups. A factor analysis confirmed that syntactic and approximate tasks tapped separate latent variables in kindergarten, but not in first grade. Path analyses indicated that only kindergarten approximate performance predicted overall first-grade place value understanding. These findings suggest that explicit understanding of base-10 principles develops from implicit, partial knowledge of multidigit numbers.

SUBMITTER: Mix KS 

PROVIDER: S-EPMC9177579 | biostudies-literature | 2022 May

REPOSITORIES: biostudies-literature

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The development of place value concepts: Approximation before principles.

Mix Kelly S KS   Bower Corinne A CA   Hancock Gregory R GR   Yuan Lei L   Smith Linda B LB  

Child development 20220113 3


Place value concepts were measured longitudinally from kindergarten (2017) to first grade (2018) in a diverse sample (n = 279; M<sub>age</sub>  = 5.76 years, SD = 0.55; 135 females; 41% Black, 38% White, 8% Asian, 12% Latino). Children completed three syntactic tasks that required an explicit understanding of base-10 symbols and three approximate tasks that could be completed without this explicit understanding. Approximate performance was significantly better in both age groups. A factor analys  ...[more]

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