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A Competency Model of Place Value Understanding in South African Primary School Pupils
- Although the general development of mathematical abilities in primary school has been the focus of many researchers, the development of place value understanding has rarely been investigated to date. This is possibly due to the lack of conceptual approaches and empirical studies related to this topic. To fill this gap, a theory-driven and empirically validated model was developed that describes five sequential conceptual levels of place value understanding. The level sequence model gives us the ability to estimate general abilities and difficulties in primary school pupils in the development of a conceptual place value understanding. The level sequence model was tried and tested in Germany, and given that number words are very differently constructed in German and in the languages used in South African classrooms, this study aims to investigate whether this level sequence model can be transferred to South Africa. The findings based on the responses of 198 Grade 2-4 learners show that the English translation of the test items resultsAlthough the general development of mathematical abilities in primary school has been the focus of many researchers, the development of place value understanding has rarely been investigated to date. This is possibly due to the lack of conceptual approaches and empirical studies related to this topic. To fill this gap, a theory-driven and empirically validated model was developed that describes five sequential conceptual levels of place value understanding. The level sequence model gives us the ability to estimate general abilities and difficulties in primary school pupils in the development of a conceptual place value understanding. The level sequence model was tried and tested in Germany, and given that number words are very differently constructed in German and in the languages used in South African classrooms, this study aims to investigate whether this level sequence model can be transferred to South Africa. The findings based on the responses of 198 Grade 2-4 learners show that the English translation of the test items results in the same item level allocation as the original German test items, especially for the three basic levels. Educational implications are provided, in particular concrete suggestions on how place value might be taught according to the model and how to collect specific empirical data related to place value understanding.…
Verfasserangaben: | Moritz Herzog, Antje EhlertORCiDGND, Annemarie Fritz |
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DOI: | https://doi.org/10.1080/18117295.2017.1279453 |
ISSN: | 1811-7295 |
ISSN: | 2469-7656 |
Titel des übergeordneten Werks (Englisch): | African Journal of Research in Mathematics, Science and Technology Education |
Verlag: | Routledge, Taylor & Francis Group |
Verlagsort: | Abingdon |
Publikationstyp: | Wissenschaftlicher Artikel |
Sprache: | Englisch |
Datum der Erstveröffentlichung: | 07.02.2017 |
Erscheinungsjahr: | 2017 |
Datum der Freischaltung: | 13.06.2022 |
Freies Schlagwort / Tag: | Place value; Rasch test modelling; mathematical concepts |
Band: | 21 |
Seitenanzahl: | 12 |
Erste Seite: | 37 |
Letzte Seite: | 48 |
Organisationseinheiten: | Humanwissenschaftliche Fakultät / Strukturbereich Bildungswissenschaften / Department Grundschulpädagogik |
DDC-Klassifikation: | 3 Sozialwissenschaften / 37 Bildung und Erziehung / 370 Bildung und Erziehung |
5 Naturwissenschaften und Mathematik / 51 Mathematik / 510 Mathematik | |
Peer Review: | Referiert |
Name der Einrichtung zum Zeitpunkt der Publikation: | Zentrale und wissenschaftliche Einrichtungen / Zentrum für Lehrerbildung |