The hundreds chart is a valuable tool for teachers in elementary mathematics classrooms. The present study investigated the effects of spatial configurations of virtual hundreds charts on children's knowledge of base-ten concepts. Kindergarten and first-grade students were assigned to three instructional conditions in which they worked with a researcher to solve arithmetic word problems. The charts used in the conditions differed by the spatial configuration of the numbers: (a) top down, with numbers increasing from top to bottom; (b) bottom up, with increases from bottom to top; and (c) explicit bottom-up, with a bottom-up chart and an explicit visual cue that prompted a comparison between the “up-is-more” structure to a cylinder filling with water. Participants were more likely to count by tens than by ones to solve problems when the numbers in the chart increased from top to bottom than when they increased from bottom to top. No effects of spatial configuration on place-value knowledge was observed. One account of the findings is that participants were more accustomed to the movements in the top-down chart because they matched the direction in which children learn to read. The role of spatial affordances of instructional materials in children's mathematics learning is discussed.

中文翻译：

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数百个图表的空间配置影响孩子对十进制概念的认识

百位图对于小学数学课堂教师来说是一个很有价值的工具。本研究调查了虚拟数百个图表的空间配置对儿童十进制概念知识的影响。幼儿园和一年级的学生被分配到三种教学条件下，他们与研究人员一起解决算术应用题。条件下使用的图表因数字的空间配置而异：（a）自上而下，数字从上到下递增；(b) 自下而上，从下到上递增；(c) 明确的自下而上，具有自下而上的图表和明确的视觉提示，促使将“向上即是更多”结构与装满水的圆柱体进行比较。当图表中的数字从上到下增加时，参与者更有可能以十数而不是以个数来解决问题，而不是从下到上增加。没有观察到空间配置对地点价值知识的影响。对研究结果的一种解释是，参与者更习惯自上而下图表中的运动，因为它们与孩子学习阅读的方向相匹配。讨论了教学材料的空间可供性在儿童数学学习中的作用。对研究结果的一种解释是，参与者更习惯自上而下图表中的运动，因为它们与孩子学习阅读的方向相匹配。讨论了教学材料的空间可供性在儿童数学学习中的作用。对研究结果的一种解释是，参与者更习惯自上而下图表中的运动，因为它们与孩子学习阅读的方向相匹配。讨论了教学材料的空间可供性在儿童数学学习中的作用。