A Comparison of Three Methods of Introducing Two-Digit Numeration

Abstract

Three methods of introducing two-digit numeration were compared, the important difference between the methods being the way in which this introduction was related to known counting behavior. Eleven kindergarten classes were selected, and on the basis of pretests, 193 children were divided into three homogeneous treatment groups. Each treatment received ten experimental lessons on alternate days and after posttesting, one maintenance lesson every week for 3 weeks. Finally, the children were tested for retention. The group that was taught to count by tens did better than those who counted in the ordinary way. The poorest results came from the group that did not count past ten–those who grouped objects into tens and ones and only later in the process used the normal number names.