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You searched for subject:(place value numeration). Showing records 1 – 3 of 3 total matches.

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Virginia Tech

1. Gotow, Drusilla Frey. Identification of numerical principles prerequisite to a functional understanding of place value.

Degree: PhD, Educational Research, 1985, Virginia Tech

Subjects/Keywords: LD5655.V856 1985.G676; Place value (Mathematics); Numeration; Mathematics  – Study and teaching (Elementary)

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APA (6th Edition):

Gotow, D. F. (1985). Identification of numerical principles prerequisite to a functional understanding of place value. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/52293

Chicago Manual of Style (16th Edition):

Gotow, Drusilla Frey. “Identification of numerical principles prerequisite to a functional understanding of place value.” 1985. Doctoral Dissertation, Virginia Tech. Accessed August 13, 2020. http://hdl.handle.net/10919/52293.

MLA Handbook (7th Edition):

Gotow, Drusilla Frey. “Identification of numerical principles prerequisite to a functional understanding of place value.” 1985. Web. 13 Aug 2020.

Vancouver:

Gotow DF. Identification of numerical principles prerequisite to a functional understanding of place value. [Internet] [Doctoral dissertation]. Virginia Tech; 1985. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10919/52293.

Council of Science Editors:

Gotow DF. Identification of numerical principles prerequisite to a functional understanding of place value. [Doctoral Dissertation]. Virginia Tech; 1985. Available from: http://hdl.handle.net/10919/52293

2. Radin, Dorothy Janice. Coursework on Base Numeration Systems and Its Influence on Pre-service Elementary Teachers' Understanding of Place Value Understanding.

Degree: School of Teaching and Curriculum Leadership, 2007, Oklahoma State University

The purpose of this study was to examine the effectiveness of base numeration system instruction on place value understanding for college elementary education majors. Participants in the study were students in two university mathematics classes, one class at a private college and one class at a public college. Both colleges were in the same southwestern United States city metropolitan area. Each participant completed the Assessment of Place Value Understanding twice, pretest and posttest. T-tests, analysis of variance, and repeated measures ANOVA were used on means of total scores, cell scores, and rubric scores to test the four research questions. Only the mean scores of the cell of base n problems, n not equal to 10, showed signigicance differences between the two classes (p = 0.00). This was expected due to the research design and treatment of base numeration system instruction. All averages by total, cell, and rubric showed gains from pretest to posttest, meaning students' understanding of place value con

Subjects/Keywords: mathematics; numeration systems; place value understanding; elementary pre-service teachers

numeration systems contribute to elementary preservice teachers’ understanding of place value… …x28;2005, p. 115). Many elementary school textbooks explore place value numeration systems… …be no recent research connecting pre-service teachers, numeration systems, and place value… …elementary education students’ understanding of our base ten system? Does place value numeration… …section which addressed place value concepts and numeration systems. The instrument used in this… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Radin, D. J. (2007). Coursework on Base Numeration Systems and Its Influence on Pre-service Elementary Teachers' Understanding of Place Value Understanding. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/7541

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Radin, Dorothy Janice. “Coursework on Base Numeration Systems and Its Influence on Pre-service Elementary Teachers' Understanding of Place Value Understanding.” 2007. Thesis, Oklahoma State University. Accessed August 13, 2020. http://hdl.handle.net/11244/7541.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Radin, Dorothy Janice. “Coursework on Base Numeration Systems and Its Influence on Pre-service Elementary Teachers' Understanding of Place Value Understanding.” 2007. Web. 13 Aug 2020.

Vancouver:

Radin DJ. Coursework on Base Numeration Systems and Its Influence on Pre-service Elementary Teachers' Understanding of Place Value Understanding. [Internet] [Thesis]. Oklahoma State University; 2007. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/11244/7541.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Radin DJ. Coursework on Base Numeration Systems and Its Influence on Pre-service Elementary Teachers' Understanding of Place Value Understanding. [Thesis]. Oklahoma State University; 2007. Available from: http://hdl.handle.net/11244/7541

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

3. Chang, Sy-Ning. Development of Place-Value Numeration Concepts in Chinese Children: Ages 3 through 9.

Degree: 1995, University of North Texas

This investigation examined Chinese children's development of place-value numeration concepts from ages 3 through 9, compared the development of place-value understanding of these Chinese children with that of American and Genevan children whose performances had been described in the literature, and examined the influence of adult assistance during Chinese children's performances on some of the place-value tasks. Advisors/Committee Members: Tipps, Steven, Jacobson, Arminta L., 1941-, Appling, William D. L., Lazarus, Peggy, Hardy, Clifford A..

Subjects/Keywords: Place value (Mathematics); Child development  – Taiwan  – Taipei.; Mathematics  – Study and teaching (Early childhood); Mathematics  – Study and teaching (Elementary); place value numeration; Chinese children

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Chang, S. (1995). Development of Place-Value Numeration Concepts in Chinese Children: Ages 3 through 9. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc279231/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Chang, Sy-Ning. “Development of Place-Value Numeration Concepts in Chinese Children: Ages 3 through 9.” 1995. Thesis, University of North Texas. Accessed August 13, 2020. https://digital.library.unt.edu/ark:/67531/metadc279231/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Chang, Sy-Ning. “Development of Place-Value Numeration Concepts in Chinese Children: Ages 3 through 9.” 1995. Web. 13 Aug 2020.

Vancouver:

Chang S. Development of Place-Value Numeration Concepts in Chinese Children: Ages 3 through 9. [Internet] [Thesis]. University of North Texas; 1995. [cited 2020 Aug 13]. Available from: https://digital.library.unt.edu/ark:/67531/metadc279231/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chang S. Development of Place-Value Numeration Concepts in Chinese Children: Ages 3 through 9. [Thesis]. University of North Texas; 1995. Available from: https://digital.library.unt.edu/ark:/67531/metadc279231/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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