Document Type
Article
Publication Date
2018
Keywords
early childhood mathematics education, storytelling, problem solving, multiple representations, place value, base-ten
Abstract
A lesson sequence for place value was developed as an early intervention for kindergarteners. The sequence begins with a children’s picture book involving language familiar to children and continues with hands-on activities for children to make connections between and within multiple representations of place value. Through engaging in the literacy-integrated math curriculum module, kindergartners deepened their understanding of place value and the base-ten number system, as they were consistently engaged in problem solving and mathematical discourse triggered by their own mathematical thinking, as well as purposeful questions prompted by the teacher.
Repository Citation
Kim, Young Rae and Park, Mi Sun, "Effective Teaching for Place Value Understanding: A Case Study of a Literacy-Integrated Math Curriculum Module" (2018). Curriculum and Instruction Faculty Publications. 1.
https://digitalcommons.tamusa.edu/edci_faculty/1
Included in
Curriculum and Instruction Commons, Early Childhood Education Commons, Science and Mathematics Education Commons
Comments
Originally published as:
Kim, Y.R., & Park, M.S. (2018). Effective teaching for place value understanding: A case study of a literacy-integrated math curriculum module. Early Years, 39 (1), 19-23.