NCTM Meeting in San Diego

Problem-Solving and Written Assessment
Using Digit-Correspondence Tasks

Sharon Ross & Elisa Sunflower
California State University, Chico

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The digit-correspondence instructional tasks used in this study are "worthwhile" as defined in the NCTM Professional Teaching Standards (National Council of Teachers of Mathematics, 1991). By presenting a few digit-correspondence tasks in a problem solving mode and allowing students to exchange points of view, teachers may be able to help more students in grades three through five construct an understanding of the meanings of the digits in a multidigit numeral.

In the NCTM's Mathematics for the Young Child, Thompson recommends that teachers use digit-correspondence tasks to interview individual students as a way to diagnose place-value understanding (1990, 106-107). Teachers of older students may find the whole-class, written format described in this study to be a useful alternative.

Understanding place value is important to achieving good number sense, estimating and mental math skills, and to an understanding of multidigit operations. The results of this study contribute to a growing body of evidence that students can construct important mathematical concepts and structures through social interaction and communication with their peers about worthwhile mathematical tasks.


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National Council of Teachers of Mathematics. (1991). Professional Standards for Teaching Mathematics. Reston, VA: National Council of Teachers of Mathematics.

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