The How
The intervention was carried out at Llanedeyrn Primary, over a three-week period, with six Y3 learners that were struggling to understand place value.
Learners were introduced to creating stop-motion animations, and over the course of five 1hr sessions explored standard and non-standard partitioning of numbers and how to demonstrate this through stop-motion.
An initial placement assessment identified that the learners didn’t understand that numbers could be partitioned in different ways, or that the value of a number can be determined by the position of the digits. This determined the focus of the intervention.
An action research design was used to conduct this inquiry through collecting a range of data using various methods, including statistical test results, classroom observation, and pupil voice.
