Targeting Student Needs: Working with Dissimilar Learners in Place Value

Angela Rogers

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Chapter 10 Targeting Student Needs

Working with Dissimilar Learners in Place Value

in Educating Gifted, Talented, Creative and Dissimilar Learners

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Angela Rogers

Angela Rogers
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Art:: Kapitel

Seiten:: 180–199

DOI:: https://doi.org/10.1163/9789004532571_010

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Abstract

Place value plays an essential part in the development of Primary School students’ number sense, computation and problem solving. Yet research shows students continue to grapple with this construct even into Secondary School. Place value is considered one of the six ‘big ideas’ in the teaching and learning of number (Siemon et al., 2012). The ‘big ideas’ are hierarchical in nature, with each building on the previous. If a student fails to deeply understand place value, this prevents them from mastering the subsequent critical ‘big ideas,’ including multiplicative thinking, partitioning and proportional reasoning. This places students on a ‘slippery slope,’ and means they are at serious risk of failing to reach their mathematical potential. Teaching students who fail to grasp any of the ‘big ideas,’ using the traditional ‘one size fits all’ curriculum approach is not effective. The ‘traditional’ approach sees dissimilar students rarely experience success in their learning and often results in them developing negative attitudes and dispositions towards mathematics, which many harbor for life. To remedy this, schools must first have access to assessments which accurately measures their students’ knowledge of each ‘big idea.’ They must then be supported to analyse these results, identify any gaps in student knowledge, and target each student at their point of need. This chapter presents data from 513 Year 3–6 (ages 8–12) students from two metropolitan Melbourne Primary Schools who completed the paper and pen Place Value Assessment Tool (PVAT). The results highlight the capability of this assessment to identify the spread of knowledge in the ‘big idea’ of place value, and explores how teachers can use this data to make informed and strategic decisions to support all learners to experience success.

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Educating Gifted, Talented, Creative and Dissimilar Learners

Imagining the Future

Reihe: Global Education in the 21st Century, Band: 6

Cover Educating Gifted, Talented, Creative and Dissimilar Learners

ISBN:: 9789004532571

Verleger:: Brill

Print-Publikationsdatum:: 05 Oct 2022

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Chapter 10 Targeting Student Needs

Working with Dissimilar Learners in Place Value

Abstract

Zitierungsangaben

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Educating Gifted, Talented, Creative and Dissimilar Learners

Imagining the Future

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