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# National Curriculum: Number and Place Value - Year 3 - Articles

Created on 11 October 2013 by ncetm_administrator
Updated on 08 March 2016 by ncetm_administrator

# Articles

Ian Thompson looks at issues around teaching about place value and problems that arise when rules such as ‘add a zero’ are introduced. A short and helpful article with plenty of relevance to classroom practice.

This article discusses the constructions that children make about place value and questions the use of equipment without offering children opportunities that support them to make sense of it and construct their own meanings about what it represents.

This article outlines some of the underlying ideas with which children need to be familiar in order to develop a deep understanding of place value. It also includes some useful activities. NRICH have recently commissioned an update of this piece which should be available in the autumn term of 2013.

• Nataraj, M. S. & Thomas, M. O. J., (2007) Developing the concept of place value. In J. Watson & K. Beswick (Eds). Mathematics: Essential Research, Essential Practice Volume 2. p. 523 – 532 Proceedings of the 30th annual conference of the Mathematics Education Research Group of Australasia.

This article (free to download from the link above) gives a clear description of an interesting classroom based project that looked at exploring different historic number systems in order to develop children’s understandings of place value. Some inspiring ideas about approaches to place value that should stretch the highest attainers and offer everyone the chance to think deeply about place value and its characteristics.

This article talks generally about using investigations to teach mathematics but it also has an account of using an exchange game to present numbers that can be very powerful in helping children to see the need for a place value system and the power that it gives us to solve arithmetic problems. Although the photos show the use of ‘Polyplugs’, the task can be done using double sided counters or even counters of different colours. The trick lies in the sustained involvement of the class in a problem scenario over a number of weeks.

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