Teaching Place Value
After reading the article or chapter, make connections between the math concepts and
procedures or ideas covered in the text and your experiences as a student at any grade
level. You may make connections to teaching methods you have experienced as a student
that were similar or were contrasting to those covered in the text. Your response should be
1-2 pages, double-spaced, 12 point, Arial, Calibri, or Times New Roman font or 2-4 minute
video
*I teach 2nd grade
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Chapter10-DevelopingWhole-NumberPlace-ValueConcepts.pdfConnections Between Place Value and My Learning
When reading Chapter 10 on developing whole-number place value concepts, I was reminded of my own learning experiences as a student. I clearly remember struggling with place value in elementary school because the instruction I received focused heavily on memorization rather than understanding. For example, I was told that the “3” in 345 represented hundreds, but the reasoning behind this was not explained well. Because of this, I often performed procedures without fully grasping the meaning.
In contrast, the chapter emphasizes building a conceptual foundation through concrete experiences, such as using base-ten blocks and number lines. This approach would have helped me as a student by making the abstract idea of place value more concrete. Reflecting on this, I see how meaningful it is to connect numbers to real-world representations. When students can see, touch, and manipulate numbers, they build stronger mental models. This was not the case in my early experiences, which often lacked visual and hands-on learning opportunities.
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Teaching Place Value
Connections to My Teaching Practice
As a 2nd grade teacher, I intentionally use strategies that mirror the ideas highlighted in the chapter. For example, I rely on manipulatives, place value charts, and drawings to support understanding. Transitioning from concrete to pictorial to abstract helps my students build lasting knowledge. I notice that when they use base-ten blocks to compose and decompose numbers, they begin to explain their reasoning with confidence.
Moreover, I encourage discussion and reasoning, not just correct answers. The chapter stressed the importance of dialogue, and I have seen how peer explanations strengthen comprehension. Unlike my own experiences, where speed and accuracy were emphasized, I now focus on understanding and flexibility.
Overall, reading the chapter reinforced my belief that teaching place value requires more than rote procedures. By connecting my past learning challenges with my current teaching, I can better support students in developing deep number sense.
