The Effects of the Use of Explicit Number Names on Mathematical Understanding and Performance

If the explicitness of some languages in naming numbers contributes to better mathematical understanding, then how can teachers in the other languages compensate for the lack of explicitness? We have designed a pilot project of Pre-Kindergarten and Kindergarten classes in San Antonio, Texas, where we use a tens-and-ones scheme to name numbers. Measures of results include teacher interviews and assessment of the children’s place value representation with manipulatives. The classes of children are followed through the years of elementary school with particular attention to progress in processes that rely on an understanding of place value. This project began in the fall of 2004. To achieve generalizability will require a much larger project. We need similar projects in many classes using a variety of teaching styles and curricula so as to negate the effects of any one environment. To test whether this approach is applicable to other cultures and languages, we invite others to join us with similar projects