Date of Award

4-2020

Degree Name

Master of Arts

Department

Teaching, Learning and Educational Studies

First Advisor

Dr. Kate Kline

Second Advisor

Dr. Paul Farber

Third Advisor

Dr. Dini Metro-Roland

Fourth Advisor

Dr. Paul Vellom

Keywords

Education, mathematics, standards, elementary, place value

Access Setting

Masters Thesis-Open Access

Abstract

This exploratory case study examines the developmental appropriateness of the Common Core State Standards in Mathematics (CCSSM) for place value for second through fourth-grade students. A correlation analysis was performed on end of year scores from the 2018-19 school year on a standardized norm-referenced test and a conceptually-based interview assessment from the Math Recovery program (AVMR) on 137 students from one school in the Midwest. An item analysis was also performed on AVMR assessments for 70 students from the 2019-20 school year. The results showed that second and third-grade students did not display the expected amount of growth in conceptual place value, all students under-utilized efficient mental computation strategies, such as compensation and transformation, and early overuse of the standard algorithms had a negative impact on place value understandings. Recommendations related to these results include the addition of standards related to the compensation and transformation strategies, the delay of certain standards in second and third grade, and the removal of the standard algorithms for addition and subtraction from the elementary grades.

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