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Learning 10s Horizontally Improves F...

ProQuest Information and Learning Co.

Learning 10s Horizontally Improves First Graders' Estimation of Numerical Magnitudes.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Learning 10s Horizontally Improves First Graders' Estimation of Numerical Magnitudes./
作者:	Zhang, Yu.
面頁冊數:	1 online resource (116 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9781369340921

Learning 10s Horizontally Improves First Graders' Estimation of Numerical Magnitudes.
Zhang, Yu.

Learning 10s Horizontally Improves First Graders' Estimation of Numerical Magnitudes. - 1 online resource (116 pages)

Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.

Thesis (Ph.D.)--University of California, Santa Barbara, 2016.

Includes bibliographical references

This paper examined the number magnitude understanding and estimation of elementary students. Children as early as kindergartner differ in their understanding of numerical magnitudes. Research has found that teaching linearity of numbers was effective in improving children's estimation of numerical magnitudes (Booth & Siegler, 2008). Extending this line of work, I examined two different ways that linearity of numbers is taught: multiple 10 blocks and bundles. There were 58 kindergarten and first-grader students from Southern California randomly assigned to one of the three instructional contexts: blocks, bundles and control condition. I found that the students using the combination of base-10 and unit blocks gained more from the instruction than the other two groups. The students in the blocks group presented linearity for mental number line after the instruction. However, those in bundle and control groups could not.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369340921Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

Learning 10s Horizontally Improves First Graders' Estimation of Numerical Magnitudes.
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245 1 0 $a Learning 10s Horizontally Improves First Graders' Estimation of Numerical Magnitudes.
264 0 $c 2016
300 $a 1 online resource (116 pages)
336 $a text $b txt $2 rdacontent
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500 $a Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.
500 $a Adviser: Yukari Okamoto.
502 $a Thesis (Ph.D.)--University of California, Santa Barbara, 2016.
504 $a Includes bibliographical references
520 $a This paper examined the number magnitude understanding and estimation of elementary students. Children as early as kindergartner differ in their understanding of numerical magnitudes. Research has found that teaching linearity of numbers was effective in improving children's estimation of numerical magnitudes (Booth & Siegler, 2008). Extending this line of work, I examined two different ways that linearity of numbers is taught: multiple 10 blocks and bundles. There were 58 kindergarten and first-grader students from Southern California randomly assigned to one of the three instructional contexts: blocks, bundles and control condition. I found that the students using the combination of base-10 and unit blocks gained more from the instruction than the other two groups. The students in the blocks group presented linearity for mental number line after the instruction. However, those in bundle and control groups could not.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Education. $3 555912
650 4 $a Early childhood education. $3 557157
655 7 $a Electronic books. $2 local $3 554714
690 $a 0515
690 $a 0518
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of California, Santa Barbara. $b Education. $3 1180888
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10193975 $z click for full text (PQDT)

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