A cross-sectional study of 132 NSW rural children from grades K-6 assessed counting, number sense, grouping/partitioning, regrouping, place value and structure of the number system. Task-based interview data exhibited lack of understanding of the base ten system, with little progress made during Grades 5 and 6. Few Grade 6 children used holistic strategies or generalised the structure of the number system. Grouping strategies were not well linked to formation of multiunits; addititve rather than multiplicative relations dominated the interpretation of multidigit numbers.
|Title of host publication||Proceedings of the 22nd annual conference of the Mathematics Education Research Group of Australasia|
|Place of Publication||Adelaide|
|Publisher||Mathematics Education Research Group of Australasia|
|Number of pages||8|
|Publication status||Published - 1999|