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Young Children's Interpretation of Multidigit Number Names: From Emerging Competence to Mastery
Author(s) -
Mix Kelly S.,
Prather Richard W.,
Smith Linda B.,
Stockton Jerri DaSha
Publication year - 2013
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/cdev.12197
Subject(s) - psychology , competence (human resources) , developmental psychology , child development , concept learning , cognitive development , numeral system , cognitive psychology , mathematics education , social psychology , cognition , arithmetic , mathematics , neuroscience
This study assessed whether a sample of two hundred seven 3‐ to 7‐year‐olds could interpret multidigit numerals using simple identification and comparison tasks. Contrary to the view that young children do not understand place value, even 3‐year‐olds demonstrated some competence on these tasks. Ceiling was reached by first grade. When training was provided, there were significant gains, suggesting that children can improve their partial understandings with input. Findings add to what is known about the processes of symbolic development and the incidental learning that occurs prior to schooling, as well as specifying more precisely what place value misconceptions remain as children enter the educational system.