Math 6562
Addressing Student Place-Value Misconceptions
Master of Science in Education,
Walden University
Math 6562: The Base Ten Number System and Operations: Addition/Subtraction
Addressing Student Place-Value Misconceptions
When it comes to mathematical skills and strategies, having an understanding of place
value is critical. While in the classroom setting, it is often important to allow student to use some
type of manipulative to gain a better understanding of the mathematical place value system. This
can be done through the use of unfix cubes or if using money, penny or nickel strips (Fuson &
Zaritsky, 2005). The place value begins with the strategy of making a group of ten and then
extending out to greater and smaller place values that use decimals (Beckman, 2018).
After analyzing case study A in this weeks classroom resources, it was apparent that
while place value was a struggle, the student was able to comprehend counting the total number
of counters. In order to gain a better understanding of place value, a strategy such as grouping
could be used. Ten could be labeled on the group of ten and then on his six counters, a six could
be labeled. Helping the student in case study A understand that the one represents a ten would be
helpful. When using the code cards, it would be helpful for the student to see that the 1 in the
number 16 is worth ten by putting a six card over the zero in the 10 card. For penny strips, the
student will need to recognize that 10 pennies are worth a 10. This can be done by allowing him
to group 10 pennies together and then group six pennies in a separate group.
The student in case study B also showed that there was not a concrete understanding of
place value. In case study B, the student was comparing numbers that contained 3 digits. The two
numbers that were being compared were 379 and 512. The student chose the number 379 as the
Addressing Student Place-Value Misconceptions
Master of Science in Education,
Walden University
Math 6562: The Base Ten Number System and Operations: Addition/Subtraction
Addressing Student Place-Value Misconceptions
When it comes to mathematical skills and strategies, having an understanding of place
value is critical. While in the classroom setting, it is often important to allow student to use some
type of manipulative to gain a better understanding of the mathematical place value system. This
can be done through the use of unfix cubes or if using money, penny or nickel strips (Fuson &
Zaritsky, 2005). The place value begins with the strategy of making a group of ten and then
extending out to greater and smaller place values that use decimals (Beckman, 2018).
After analyzing case study A in this weeks classroom resources, it was apparent that
while place value was a struggle, the student was able to comprehend counting the total number
of counters. In order to gain a better understanding of place value, a strategy such as grouping
could be used. Ten could be labeled on the group of ten and then on his six counters, a six could
be labeled. Helping the student in case study A understand that the one represents a ten would be
helpful. When using the code cards, it would be helpful for the student to see that the 1 in the
number 16 is worth ten by putting a six card over the zero in the 10 card. For penny strips, the
student will need to recognize that 10 pennies are worth a 10. This can be done by allowing him
to group 10 pennies together and then group six pennies in a separate group.
The student in case study B also showed that there was not a concrete understanding of
place value. In case study B, the student was comparing numbers that contained 3 digits. The two
numbers that were being compared were 379 and 512. The student chose the number 379 as the
