Using a Base-Ten Blocks Learning/Teaching Approach for First- and Second-Grade Place-Value and Multidigit Addition and Subtraction

Abstract

A learning/teaching approach used base-ten blocks to embody the English named-value system of number words and digit cards to embody the positional base-ten system of numeration. Steps in addition and subtraction of four-digit numbers were motivated by the size of the blocks and then were carried out with the blocks; each step was immediately recorded with base-ten numerals. Children practiced multidigit problems of from five to eight places after they could successfully add or subtract smaller problems without using the blocks. In Study 1 six of the eight classes of first and second graders (N=169) demonstrated meaningful multidigit addition and place-value concepts up to at least four-digit numbers; average-achieving first graders showed more limited understanding. Three classes of second graders (N=75) completed the initial subtraction learning and demonstrated meaningful subtraction concepts. In Study 2 most second graders in 42 participating classes (N=783) in a large urban school district learned at least four-digit addition, and many children in the 35 classes (N=707) completing subtraction work learned at least four-digit subtraction.