How much of the mathematical development of children does technique forward this error screen to 172. Please forward this error screen to 198.
Richard Garlikov An analysis of representative literature concerning the widely recognized ineffective learning of “place-value” by American children arguably also demonstrates a widespread lack of understanding of the concept of place-value among elementary school arithmetic teachers and among researchers themselves. A conceptual analysis and explication of the concept of “place-value” points to a more effective method of teaching it. Almost everyone who has had difficulty with introductory algebra has had an algebra teacher say to them “Just work more problems, and it will become clear to you. You are just not working enough problems. And, of course, when you can’t work any problems, it is difficult to work many of them.
Meeting the complaint “I can’t do any of these” with the response “Then do them all” seems absurd, when it is a matter of conceptual understanding. There are a number of places in mathematics instruction where students encounter conceptual or logical difficulties that require more than just practice. Algebra includes some of them, but I would like to address one of the earliest occurring ones — place-value. And a further problem in teaching is that because teachers, such as the algebra teachers referred to above, tend not to ferret out of children what the children specifically don’t understand, teachers, even when they do understand what they are teaching, don’t always understand what students are learning — and not learning. I have taught classes of children some things about place-value they could understand but had never thought of or been exposed to before, I believe the failure to learn place-value concepts lies not with children’s lack of potential for understanding, but with the way place-value is understood by teachers and with the ways it is generally taught. A teacher must at least lead or guide in some form or other.