Abstract
Since the appearance of the results of recent psychological investigations into the ways that children learn mathematics, and particularly since the acceptance of Piagetian ideas regarding the stages of development of children by the majority of those who are concerned with instructional activities, much emphasis has been placed on the value of using concrete models and manipulative devices in the early stages of the development of mathematical ideas. The purpose of this article is to describe briefly a method that we have used since 1963 with considerable success to teach place value in the Teacher Training College of Tehran and in many of the Iranian elementary schools.
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