RUME 27
2025
Alexandria, Virginia
Developing Pre-Service Elementary Teachers' Conceptions of Place Value Through Coursework
Page: 492
This study investigates how instruction in the base-8 number system in a Calculus Course for pre-service elementary teachers (PSTs), affects PSTs’ conceptual understanding of place value. Despite the importance of number sense and numerical operations in the K-12 curriculum, research shows that many PSTs struggle to grasp place value conceptually, often focusing on procedural rather than conceptual knowledge. This study uses a convergent mixed-methodology approach with quantitative pre- and post-tests and qualitative clinical interviews to analyze PSTs' understanding of place value after instruction in base-8. Findings suggest that instruction in base-8 improves the sophistication of PSTs' place value conceptions, though verbalizing that understanding remains a challenge for some. These results highlight the need for a focus on both conceptual understanding and consistent language use in undergraduate teacher preparation programs.