scholarly journals Investigating Numeric Relationships Using an Interactive Tool: Covering Number Sense Concepts for the Middle Grades

2010 ◽  
Vol 01 (02) ◽  
pp. 121-127
Author(s):  
Hui Fang Huang “Angie” Su ◽  
Carol A. Marinas ◽  
Joseph M. Furner
Keyword(s):  
Middle Grades ◽  
Number Sense ◽  
Covering Number ◽  
Interactive Tool

Promoting Number Sense in the Middle Grades

1994 ◽  
Vol 1 (2) ◽  
pp. 114-120
Author(s):  
Barbara J. Reys
Keyword(s):  
Common Sense ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Middle Grades ◽  
Number Sense ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Mathematics Teaching And Learning ◽  
Way Of Thinking

Phrases such as “number sense,” “Operation sense,” and “intuitive understanding of number” are used throughout the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) to describe an intangible quality possessed by successful mathematics learners. Number sense refers to an intuitive feeling for numbers and their various uses and interpretations, an appreciation for various levels of accuracy when computing, the ability to detect arithmetical errors, and a common-sense approach to using numbers (Howden 1989; McIntosh, Reys, and Reys 1991). Number sense is not a finite entity that a student either has or does not have but rather a process that develops and matures with experience and knowledge. It does not develop by chance, nor does being skilled at manipulating numbers necessarily reflect this acquaintance and familiarity with numbers. Above all, number sense is characterized by a desire to make sense of numerical situations, including relating numbers to context and analyzing the effect of manipulations on numbers. It is a way of thinking that should permeate all aspects of mathematics teaching and learning.

Mental Computation in the Middle Grades: The Importance of Thinking Strategies

1997 ◽  
Vol 2 (5) ◽  
pp. 322-327 ◽  
Author(s):  
Alistair Mcintosh ◽  
Robert E. Reys ◽  
Barbara J. Reys
Keyword(s):  
Middle Grades ◽  
Number Sense ◽  
Primary Grades ◽  
Efficient Tool ◽  
Mental Computation ◽  
Procedural Approach ◽  
Thinking Strategies ◽  
Practical Implications ◽  
Current Emphasis

At the primary-grades level, the benefits of developing and using mental strategies for computing have been well articulated (see, e.g., Beberman (1959); Brownell [1972); Cobb and Merkel [1989]: Kamii [1989]; Reys and Barger [1994): Shuard [1987); Trafton [1978)), and many primary-grades teachers are now encouraging students to invent and use thinking strategies as a way to facilitate their development of number sense. They are also dealing with the practical implications of implementing this approach to computation, which is very different from the traditional. rule-oriented, procedural approach to computation. At the middle-grades level, however, comparatively Little discussion related to the same issue has occurred. At this level, should students be encouraged to invent mental strategies for computing? Should standard written algorithms for computing continue to be taught? How does an emphasis on thinking strategies relate to the current emphasis on using the calculator as an efficient tool for computation?

Using Bar Representations as a Model for Connecting Concepts of Rational Number

1998 ◽  
Vol 3 (4) ◽  
pp. 302-312 ◽  
Author(s):  
James A. Middleton ◽  
Marja van den Heuvel-Panhuizen ◽  
Julia A. Shew
Keyword(s):  
Rational Number ◽  
Middle Grades ◽  
Number Sense ◽  
Graphical Form

Middle Grades Students Should be able to understand, represent, and use numbers in a variety of equivalent forms, including fractions, decimals, and percents. They should develop number sense for fractions and other representations of rational number. Students should also be able to represent such relationships in graphical form (NCTM 1989).

Working Memory and Number Sense as Predictors of Mathematical (Dis-)Ability

2015 ◽  
Vol 223 (2) ◽  
pp. 102-109 ◽  
Author(s):  
Evelyn H. Kroesbergen ◽  
Marloes van Dijk
Keyword(s):  
Working Memory ◽  
Learning Disabilities ◽  
Spatial Working Memory ◽  
Number Sense ◽  
Mathematical Learning ◽  
Visual Spatial ◽  
Mathematical Learning Disabilities ◽  
Visual Spatial Working Memory ◽  
And Mathematics

Recent research has pointed to two possible causes of mathematical (dis-)ability: working memory and number sense, although only few studies have compared the relations between working memory and mathematics and between number sense and mathematics. In this study, both constructs were studied in relation to mathematics in general, and to mathematical learning disabilities (MLD) in particular. The sample consisted of 154 children aged between 6 and 10 years, including 26 children with MLD. Children performing low on either number sense or visual-spatial working memory scored lower on math tests than children without such a weakness. Children with a double weakness scored the lowest. These results confirm the important role of both visual-spatial working memory and number sense in mathematical development.

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