According to National Council of Teachers of Mathematics (NCTM), students must develop a conceptual understanding of place value by second grade to understand that mathematics processes are more than a set of procedural steps. Yet, students with learning disabilities in mathematics typically struggle to understand place value in a deeper, conceptual sense, which can have a negative impact on their future performance where application of place value concepts are foundational. Therefore, early interventions targeting place value instruction are critical for building a solid foundation in mathematics for students with learning disabilities. This article provides teachers with an overview of five place-value principles, which are critical for student success; and evidence-based practices for teaching those principles.

根据国家数学教师理事会（NCTM）的规定，学生必须在二年级时对场所价值有一个概念性的了解，以了解数学过程不仅仅是一组程序步骤。但是，在数学上有学习障碍的学生通常很难从更深的概念意义上理解位置价值，这可能会对他们未来的表现产生负面影响，而这些地方价值概念的应用才是基础。因此，针对位置价值指导的早期干预措施对于为学习障碍学生建立坚实的数学基础至关重要。本文为教师提供了五项地方价值原则的概述，这对学生的成功至关重要。以及用于教授这些原理的循证实践。