Place Values And Three-Digit Subtraction By Hand-On Activities

DOI

10.2991/iceri-18.2019.7How to use a DOI?

Keywords

enactive, manipulative materials, place values, subtraction operations, construction understanding

Abstract

The second graders of elementary school can only learn mathematics using manipulative materials. This research aimed to describing hand-on activities of a second grader to understand place values and three-digit substracion operations using manipulative materials. The subject was Geget (pseudoname), a second grader of a state elementary schools in Palangkaraya, Indonesia. The materials used were sticks and three boxes. The sticks could be tied into small bunches of ten sticks representing place value of the tens, and large bunches of ten small bunches representing the hundreds. The boxes were inscribed with “the units”, “the tens” and “the hundreds” representing the corresponding place values. The researcher guided the subject by instructing her to perform some tasks, and to solve some questions (problems). The guidance was based on enactive, iconic and symbolic stages. The results showed that using manipulative materials, sticks and boxes, could help the subject meaningfully understand the concept of place values and three-digit subtraction operations. The subject determined the subtraction result and started by checking the sufficiency of the digits of each place value to be taken, then subtracted it from the front.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Download article (PDF)

TY  - CONF
AU  - Jackson Mairing
PY  - 2019/07
DA  - 2019/07
TI  - Place Values And Three-Digit Subtraction By Hand-On Activities
BT  - Proceedings of the 6th International Conference on Educational Research and Innovation (ICERI 2018)
PB  - Atlantis Press
SP  - 299
EP  - 305
SN  - 2352-5398
UR  - https://doi.org/10.2991/iceri-18.2019.7
DO  - 10.2991/iceri-18.2019.7
ID  - Mairing2019/07
ER  -