| dc.description.abstract | The purpose of this study was to evaluate the benefits, if any, of applying a cognitive based approach to teach place value. The research evaluated two components of the approach which were, impact on conceptual understanding, and enjoyment and engagement. Moreover, the research was driven by the author�s observations, as a class teacher, of children�s difficulties with place value and a wish to uncover the origins of these difficulties. Findings from a substantial body of research seems to suggest that poor conceptual understanding lies at the core of children�s difficulties with place value. With this in mind, a cognitive based approach was created to promote conceptual understanding of the concept. Activities for the approach involved self-initiated discovery, through different embodiments, to construct own meaning of the concept. Furthermore movement, team activities and small challenges were built into the design to enhance the learning experience. The approach was implemented over a four week period, through an intervention, with an experimental group, consisting of 24 First Class boys, and another 24 boys acting as a control group. Data collected from pre and post intervention assessments, was combined with written observations, recorded throughout the intervention, and then analysed. Findings from the analysis uncovered that the intervention had a positive impact on conceptual understanding of place value. Post intervention, the experimental group demonstrated greater improvements in two areas of conceptual understanding. Firstly, they showed a greater understanding of the part-whole relationship between numbers, and secondly they demonstrated greater flexibility with number, in comparison with the control group, to create strategies for addition of two-digit numbers. Both factors have been identified, within the literature, as essential components of place value understanding. However, an unexpected finding of the research was to discover gaps in knowledge of number among children who were considered to have a high mathematical proficiency. Findings from the second feature evaluated in the research, namely, engagement and enjoyment, revealed a number of factors that enhanced mathematical learning experiences which are as follows, activities involving movement, collaborative work and experiencing small achievements. Therefore, the implications arising from the research seem to suggest that approaches to teaching place value need to place greater emphasis on conceptual understanding rather than procedural knowledge through meaningful tasks. Furthermore, the research also implies the need to assess children�s number sense at an early age to ensure a robust knowledge of number on which conceptual understanding of place value can be built. Finally, participants of the intervention noted that they enjoyed the freedom of movement and working in teams. More surprisingly, many reported the joy they felt as a result of successfully completing tasks they perceived as difficult. Their enthusiasm was noted among the school community, in which the research was conducted, and as a result a discussion was initiated on effective approaches to enhance mathematical learning. | |
