Place Value Learning in Kindergarten

Mix, Kelly S., Bower, Corinne A., Hancock, Gregory R., Crespo, Sandra and Smith, Linda B. (2024) Place Value Learning in Kindergarten. Journal of Educational Psychology, 116 (7). pp. 1129-1152. ISSN 0022-0663

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Abstract

Building on previous findings that preschool children develop an awareness of base-ten structure from informal exposure to multidigit numbers, we tested whether kindergarten children would benefit from formal place value instruction, using this informal foundation as a starting point. A total of 124 U.S. kindergarten students participated in a school-based study that used a pretest-training-posttest design. One group of students completed 20 brief lessons focused on the relational structure of base-ten symbols, using activities informed by cognitive science research on relational learning. A second group of students completed 20 practice sessions on single-digit addition and subtraction problems. Both groups showed growth in place value understanding, but students in the experimental curriculum showed greater growth than children in the control group on measures that required precise understanding of base-ten syntax (i.e., counts of base-ten units).

Item Type:	Article
Additional Information:	Publisher Copyright: © 2024 American Psychological Association
Uncontrolled Keywords:	base-ten,elementary mathematics,kindergarten,place value,relational learning,education,developmental and educational psychology ,/dk/atira/pure/subjectarea/asjc/3300/3304
Faculty \ School:	Faculty of Social Sciences > School of Psychology
Related URLs:	https://www.scopus.com/pages/publication...
Depositing User:	LivePure Connector
Date Deposited:	26 Jun 2026 09:55
Last Modified:	03 Jul 2026 16:56
URI:	https://ueaeprints.uea.ac.uk/id/eprint/103502
DOI:	10.1037/edu0000866

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