Date of Award
Master of Arts
Teaching, Learning and Educational Studies
Dr. Kate Kline
Dr. Paul Farber
Dr. Dini Metro-Roland
Dr. Paul Vellom
Education, mathematics, standards, elementary, place value
Masters Thesis-Open Access
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.
Hughey, Sarah N., "The Common Core State Standards in Mathematics for Place Value: Developmentally Appropriate or Not?" (2020). Masters Theses. 5135.