MULTIDIGIT NUMBER SENSE - A FRAMEWORK FOR INSTRUCTION AND ASSESSMENT

This research extended the validation of a framework for assessing and describing children's thinking in multidigit number situations and us ed this framework to generate and evaluate different versions of an in structional program. The key constructs of the framework-counting, par titioning, grouping, and number relationships-appeared to be highly st able within each of the five levels and across the full range of think ing exhibited by 12 case studies. Results suggest that the levels may generate a hierarchy of thinking. Teachers were effective in implement ing two versions of the framework-driven instructional program. Any di fferences could be attributed to the quality of problem-solving experi ences, the level of student interactions, and, in essence, to differen ces in teachers' familiarity with the program.