This research was supported by IES Grant R305A080287 to LBS and KM and an NSF IGERT traineeship to LB. We thank Cody Stitzel for assistance in data collection.
Beginnings of Place Value: How Preschoolers Write Three-Digit Numbers
Article first published online: 4 SEP 2013
© 2013 The Authors. Child Development © 2013 Society for Research in Child Development, Inc.
Volume 85, Issue 2, pages 437–443, March/April 2014
How to Cite
Byrge, L., Smith, L. B. and Mix, K. S. (2014), Beginnings of Place Value: How Preschoolers Write Three-Digit Numbers. Child Development, 85: 437–443. doi: 10.1111/cdev.12162
- Issue published online: 17 MAR 2014
- Article first published online: 4 SEP 2013
- IES. Grant Number: R305A080287
Place value notation is essential to mathematics learning. This study examined young children's (4- to 6-year-olds, N = 172) understanding of place value prior to explicit schooling by asking them write spoken numbers (e.g., “six hundred and forty-two”). Children's attempts often consisted of “expansions” in which the proper digits were written in order but with 0s or other insertions marking place (e.g., “600402” or “610042”). This partial knowledge increased with age. Gender differences were also observed with older boys more likely than older girls to produce the conventional form (e.g., 642). Potential experiences contributing to expanded number writing and the observed gender differences are discussed.