Systematic Review of Tasks Assessing the Base-10 Numeration Understanding in Children

• In Event: Role of Curriculum and Instruction for Math Learning

Abstract

Base-ten numeration is a fundamental concept with significant implications for teaching and learning across various mathematical curriculum topics. To gain deeper insights into assessing base-ten numeration, we conducted a thorough search across 16 highly cited research journals for articles using assessment tasks to measure children's base-ten understanding. Our search yielded 89 articles and 16 unique tasks designed to assess base-ten numeration. Analysis revealed that few tasks effectively assess children's knowledge of base-ten multiunit structures. Overwhelmingly, the focus of tasks was on basic identification and representation of numbers, highlighting the need for more tasks that delve deeper into a child's comprehension of base-ten numeration. Consequently, we call for the development of tasks that challenge and explore the intricacies of base-ten numeration.

Authors

• Kira J. Carbonneau, Washington State University

• Helena P. Osana, Concordia University - Montreal

• Dustin Sonny James Van Orman, Western Washington University

• Anne Lafay, Université Savoie Mont Blanc

• Arielle Orsini, Concordia University - Montreal

• Genna Kieper, Washington State University