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Additional Readings

Auriemma, A. (1999). How huge is a hundred? Teaching Children Mathematics, 6. 154-159.

Cotter, J. A. (2000). Using language and visualization to teach place value. Teaching Children Mathematics, 7, 108-114.

Fuson, K. C., Wearne, D., Hiebert, J. C., Murray, H. G., Human, P. G., Olivier, A. I., Carpenter, T. P., & Fennema, E. (1997). Children’s conceptual structures for multidigit numbers and methods of multidigit addition and subtraction. Journal for Research in Mathematics Education, 28, 130-162.

Kouba, V. L., & Wearne, D. (2000). Whole number properties and operations. In E. A. Silver, & P. A. Kenney (Eds.), Results from the seventh mathematics assessment of the National Assessment of Educational Progress (pp. 141-162). Reston, VA: National Council of Teachers of Mathematics.

Labinowicz, E. (1985). Learning from children: New beginnings for teaching numerical thinking. Menlo Park, CA: AWL Supplemental.

Little, C. (1999). Counting grass. Mathematics Teaching in the Middle School, 5, 7-10.

Nagel, N. G., & Swingen C. C. (1998). Students’ explanations of place value in addition and subtraction. Teaching Children Mathematics, 5, 164-170.

Payne, J. N., & Huinker, D. M. (1993). Early number and numeration. In R. J. Jensen (Ed.), Research ideas for the classroom: Early childhood mathematics (pp. 43-71). Old Tappan, NJ: Macmillan.

Ritchhart, R. (1994). Making numbers make sense: A sourcebook for developing numeracy. Reading, MA: Addison-Wesley.

Ross, S. H. (1989). Parts, wholes, and place value: A developmental perspective. Arithmetic Teacher, 36(6), 47-51.

Thornton, C. A., Jones, G. A., & Neal, J. L. (1995). The 100s chart: A stepping stone to mental mathematics. Teaching Children Mathematics, 1, 480-483.






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