Multidigit Number Sense: A Framework for Instruction and Assessment

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  • 1 Illinois State University
  • 2 Illinois State University
  • 3 James Cook University
  • 4 Illinois State University
  • 5 Illinois State University
  • 6 Illinois State University
  • 7 Western Michigan University

This research extended the validation of a framework for assessing and describing children's thinking in multidigit number situations and used this framework to generate and evaluate different versions of an instructional program. The key constructs of the framework—counting, partitioning, grouping, and number relationships—appeared to be highly stable within each of the five levels and across the full range of thinking exhibited by 12 case studies. Results suggest that the levels may generate a hierarchy of thinking. Teachers were effective in implementing two versions of the framework-driven instructional program. Any differences could be attributed to the quality of problem-solving experiences, the level of student interactions, and, in essence, to differences in teachers' familiarity with the program.

Contributor Notes

Graham A. Jones, Vi iting Professor, 4520 Mathematics Department. Illinois State University, Nonnal, lL 61790-4520; e-mail:

Carol A. Thornton, Distinguished University Professor. 4520 Mathematics Department, lllinois State University, Nonnal. lL 61790-4520; e-mail:

Ian J. Putt, Senior Lecturer, School of Education, James Cook University, Townsville, Queensland, Australia 4814; e-mail:

Kevin M. Hill, Graduate Research Assistant. 4520 Mathematics Department, IUinois State University, Normal, IL 61790-4520

A. Timothy Mogill, Instructor, 4520 Mathematics Department, Jllinois State University, Normal, lL 61790-4520; e-mail: mogill

Beverly S. Rjch, Assistant Professor, 4520 Mathematics Department. Illinois State University, Normal, lL 6 1790-4520; e-mail:

Laura R. Van Zoest, Assistant Professor, Department of Mathematics and Statistics, Western Michigan University, Kalamazoo, Ml49008; e-mail:

(Corresponding author is Jones author is Thornton author is Putt author is Moglll mogill author is Rjch author is Zoest
Journal for Research in Mathematics Education


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