東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Learning 10s Horizontally Improves F...

Zhang, Yu.

Linked to FindBook

Google Book

Amazon

博客來

Learning 10s Horizontally Improves First Graders' Estimation of Numerical Magnitudes.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Learning 10s Horizontally Improves First Graders' Estimation of Numerical Magnitudes./
Author:	Zhang, Yu.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	116 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.
Contained By:	Dissertation Abstracts International78-05A(E).
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10193975
ISBN:	9781369340921

Learning 10s Horizontally Improves First Graders' Estimation of Numerical Magnitudes.
Zhang, Yu.

Learning 10s Horizontally Improves First Graders' Estimation of Numerical Magnitudes. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 116 p.

Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.

Thesis (Ph.D.)--University of California, Santa Barbara, 2016.

This paper examined the number magnitude understanding and estimation of elementary students. Children as early as kindergartner differ in their understanding of numerical magnitudes. Research has found that teaching linearity of numbers was effective in improving children's estimation of numerical magnitudes (Booth & Siegler, 2008). Extending this line of work, I examined two different ways that linearity of numbers is taught: multiple 10 blocks and bundles. There were 58 kindergarten and first-grader students from Southern California randomly assigned to one of the three instructional contexts: blocks, bundles and control condition. I found that the students using the combination of base-10 and unit blocks gained more from the instruction than the other two groups. The students in the blocks group presented linearity for mental number line after the instruction. However, those in bundle and control groups could not.

ISBN: 9781369340921Subjects--Topical Terms:

516579
Education.

Learning 10s Horizontally Improves First Graders' Estimation of Numerical Magnitudes.
LDR:01901nmm a2200301 4500 001 2157986
005 20180608112132.5
008 190424s2016 ||||||||||||||||| ||eng d
020 $a 9781369340921
035 $a (MiAaPQ)AAI10193975
035 $a (MiAaPQ)ucsb:13189
035 $a AAI10193975
040 $a MiAaPQ $c MiAaPQ
100 1 $a Zhang, Yu. $3 1057601
245 1 0 $a Learning 10s Horizontally Improves First Graders' Estimation of Numerical Magnitudes.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 116 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.
500 $a Adviser: Yukari Okamoto.
502 $a Thesis (Ph.D.)--University of California, Santa Barbara, 2016.
520 $a This paper examined the number magnitude understanding and estimation of elementary students. Children as early as kindergartner differ in their understanding of numerical magnitudes. Research has found that teaching linearity of numbers was effective in improving children's estimation of numerical magnitudes (Booth & Siegler, 2008). Extending this line of work, I examined two different ways that linearity of numbers is taught: multiple 10 blocks and bundles. There were 58 kindergarten and first-grader students from Southern California randomly assigned to one of the three instructional contexts: blocks, bundles and control condition. I found that the students using the combination of base-10 and unit blocks gained more from the instruction than the other two groups. The students in the blocks group presented linearity for mental number line after the instruction. However, those in bundle and control groups could not.
590 $a School code: 0035.
650 4 $a Education. $3 516579
650 4 $a Early childhood education. $3 518817
690 $a 0515
690 $a 0518
710 2 $a University of California, Santa Barbara. $b Education. $3 1024457
773 0 $t Dissertation Abstracts International $g 78-05A(E).
790 $a 0035
791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10193975