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Analysis of Place Value Instruction and Development in Pre-Kindergarten Mathematics

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Abstract

Development of two-digit place value understanding in the elementary grades has been the subject of some study; however, research at the pre-kindergarten (Pre-K) level is limited. This two-part paper begins by providing an overview of two-digit place value instruction in Pre-K and describes the component parts of a research-based math curriculum, MyTeachingPartner Math (MTP Math). Part two presents the results of a video analysis of classroom interactions across four MTP Math place value activities facilitated by two high quality teachers. Particular attention is given to the primary conceptual hurdles faced by students, as well as the scaffolding strategies employed by teachers. Results indicate that students possess a conceptual understanding of the ones place prior to the tens place and initially struggle the concept of unitizing groups of ten. Considerations are discussed for improving the quality of teacher-child interactions in pre-kindergarten that can best support children’s thinking and learning.

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Authors and Affiliations

  1. College of Education, University of Colorado at Colorado Springs, 1420 Austin Bluffs Parkway, Columbine Hall 3039, Colorado Springs, CO, 80918, USA

    Patrick McGuire

  2. Curry School of Education, University of Virginia, Ruffner Hall 238, 405 Emmet Street, Charlottesville, VA, 22904-4261, USA

    Mable B. Kinzie

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  1. Patrick McGuire
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  2. Mable B. Kinzie
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Correspondence to Patrick McGuire.

Appendix

Appendix

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Table 1 MTP math activities description and place value teaching tips
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McGuire, P., Kinzie, M.B. Analysis of Place Value Instruction and Development in Pre-Kindergarten Mathematics. Early Childhood Educ J 41, 355–364 (2013). https://doi.org/10.1007/s10643-013-0580-y

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