Term
Summer 2018
Capstone
Capstone Project
Degree Name
MAEd
Facilitator(s)
Susan Manikowski
Content Expert
Diane Bacon
Abstract
Conceptual Place Value (CPV) is the ability to flexibly increment (add) and decrement (subtract) numbers mentally (Wright, Ellemor-Collins, & Tabor, 2012). Within this project I analyze how to improve math achievement for upper elementary students who struggle with CPV concepts. Using Piaget, Vygotsky, and Erikson developmental theories I examine the educational needs of the students within upper elementary school grades. In addition, I investigate how mathematical understanding start and grow throughout a child’s development. Using this research, I developed Conceptual Place Value intervention curriculum for upper elementary students. This project consists of 15 lessons for each of the eight different CPV levels of understandings. Lesson plans were created using Understanding by design (UbD) template and are designed be taught using small group instruction. Each lesson contains an objective, list of materials, a Cognitively Guided Instruction (CGI) word problem for an opening, a main lesson and a closing. Additionally, assessment cards are developed to assess students’ mastery of each level.
Project Type
Curriculum
Keywords
Curriculum, Mathematics
Recommended Citation
Klint, Angela, "Developing Conceptual Place Value Intervention Curriculum For Upper Elementary Students" (2018). School of Education and Leadership Student Capstone Projects. 199.
https://digitalcommons.hamline.edu/hse_cp/199
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Theses and Dissertations