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http://dx.doi.org/10.7468/jksmee.2022.36.4.469

Analysis of Second Graders' Counting an Irregular Arrangement of Three-Digit Objects  

Chang, Hyewon (Seoul National University of Education)
Publication Information
Communications of Mathematical Education / v.36, no.4, 2022 , pp. 469-486 More about this Journal
Abstract
Counting occupies a fundamental and important position in mathematical learning due to its relation to number concepts and numeral operations. In particular, counting up to large numbers is an essential learning element in that it is structural counting that includes the understanding of place values as well as the one-to-one correspondence and cardinal principles required by counting when introducing number concepts in the early stages of number learning. This study aims to derive didactical implications by investigating the possibility of and the strategies for counting large numbers that is expected to have no students' experience because it is not composed of current textbook activities. To do this, 89 second-grade elementary school students who learned the three-digit numbers and experienced group-counting and skip-counting as textbook activities were provided with questions asking how many penguins were in a picture where 260 penguins were irregularly arranged and how to count. As a result of analyzing students' responses in terms of the correct answer rate, the strategy used, and their cognitive characteristics, the incorrect answer rate was very high, and the use of decimal principles, group-counting, counting by one, and partial sum strategies were confirmed. Based on these analysis results, several didactical implications were derived, including the need to include counting up to large numbers as textbook activities.
Keywords
three-digit numbers; irregular arrangement of objects; counting strategies; group-counting; decimal principles;
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