Understanding place value: a case study of the Base Ten Game

This study explores ways that teachers can give students more active help in developing an adequate understanding of the structure of the number system in a whole class setting, by bridging the gap between the use of concrete materials and formal written algorithmic procedures.  An intended outcome of the project was to provide a set of guidelines for teachers on how to use the Base Ten Game most effectively.  This involved identifying and clarifying the modifications which project teachers made to their use of the game in order to ensure the relational understanding of the number system was achieved, as well as other learning activities used by teachers to complement the game.  At the conclusion of the study, teachers were better able to identify children who were having difficulty with the number system, and to plan appropriate learning experiences for these children.  The project revealed the necessity of explicitly developing links between the concrete materials, the learning activities and the structure of the number system to support the development of relational understanding.  Many students who initially performed at a very low level gained confidence to participate in mathematics, and made substantial progress in their learning outcomes.  The project was funded under the Australian Government’s Numeracy Research and Development Initiative.

Electronic version only available from the Department.  Print copies may be available for loan from your local library.

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