Abstract
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.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the 22nd annual conference of the Mathematics Education Research Group of Australasia |
| Editors | J. Truran |
| Place of Publication | Adelaide |
| Publisher | Mathematics Education Research Group of Australasia |
| Pages | 477-485 |
| Number of pages | 8 |
| Publication status | Published - 1999 |