Fostering Middle School Students  Number Sense Through Contextualized Tasks

Mora, Fernando Barrera; Reyes-Rodriguez, Aaron

doi:10.26822/iejee.2019155339

Cited by 5 publications

(5 citation statements)

References 42 publications

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“…Students arrive at primary school and even kindergarten with various feelings, thoughts and knowledge about numbers. Over time, these feelings, thoughts and knowledge develop and become enriched through formal education or experiences (Barrera-Mora & Reyes-Rodriguez, 2019;Whitacre & Nickerson, 2008). People's knowledge of numbers, operations and their relationships with each other, and their ability to use this information easily in mathematical and everyday problems are directly related to their number sense (Yang et al, 2009;Yılmaz, 2017).…”

Section: Mental Calculation and Number Sensementioning

confidence: 99%

Students Mental Addition Strategies and the Effects of Strategy Training: A Longitudinal Study

Bacakoğlu¹,

Tertemiz²

2022

iejee

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This longitudinal study was conducted in order to determine and improve the mental addition strategies of students in their 2nd and 3rd years at elementary school. The first part of the study used the qualitative research method of case study, while the second part adopted the single group pretest-posttest quasi-experimental design. The study group consisted of 16 students who were attending grade 2 at an elementary school in Ankara, and who moved on to grade 3 the following year. In the first part, data were collected from the same students at the end of grades 2 and 3. In the first part of the study, no significant change was observed in the mental addition strategies of students who had passed from grade 2 to 3. In the second part, the same students were trained in “Mental Addition Strategies” for 5 class hours per week for a total of 6 weeks, and the final data were collected. Findings from the first part of the study showed that at both grades they used similar mental addition strategies. The second part of the study, on the other hand, showed that mental addition strategy training increased the variety of the mental addition strategies used by 3rd graders.

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Section: Mental Calculation and Number Sensementioning

confidence: 99%

Students Mental Addition Strategies and the Effects of Strategy Training: A Longitudinal Study

Bacakoğlu¹,

Tertemiz²

2022

iejee

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“…Th e conclusions drawn from their studies led to a growing realization that pupils should be encouraged to apply number sense because it would enable them to handle calculation tasks better ( Baroody, 2006 ;Berrera-Mora & Reyes-Rodriguez, 2019 ;Boaler, 2014 ).…”

Section: Id:p0165mentioning

confidence: 99%

“…Pupils with learning disorders may have weak WM, and so fi nd mental calculation more diffi cult. When a problem is presented visually, WM load is reduced, which translates to increased accuracy and shorter calculation time ( Berrera-Mora & Reyes-Rodriguez, 2019 ). Presenting problems in writing makes it easier for pupils to recognize relationships between graphic symbols, compare problems, and solve them by using number sense.…”

Section: Id:p1620mentioning

confidence: 99%

“…But the most important fi nding of this study is that pupils with diffi culties can too succeed when they are encouraged to calculate using number sense, as this bolsters their ability to remember mathematical facts and to calculate effi ciently and fl exibly. Discussion, reasoning and refl ection on the suitability of diff erent calculation methods improve learners' memory and comprehension and allow them to feel in control of the task ( Berrera-Mora & Reyes-Rodriguez, 2019 ). It is important to teach underachieving pupils to work fl exibly with numbers, and to develop their computation fl uency and number sense.…”

Section: Id:p1635mentioning

confidence: 99%

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Number Sense Makes All the Difference: Calculation Using Number Sense by Pupils With and Without Learning Difficulties in Math

Ben-Yehuda

Sharoni²

2021

J Cogn Educ Psych

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The research examined the calculation methods used by pupils in Grades 3–6 when they were presented with problems that could be worked out efficiently and flexibly by applying number sense. The study was conducted with a convenience sample of 179 pupils between the ages 7 years and 10 months to 12 years and 10 months. in mainstream education in Israel, who attended schools belonging to different sectors and situated in different areas of the country with varied socioeconomic profiles. The test included addition, subtraction, multiplication, and division problems that pupils were asked to solve mentally, in writing and by identifying correctly and incorrectly solved problem. Some of the problems presented pupils with opportunities to apply number sense. As expected, the research findings showed significant differences in calculation accuracy between pupils with and without learning difficulties, especially in multiplication and division tasks. Still, the performance of pupils with difficulties in the accuracy variable was above average, and there was high variance within this group. We found significant differences between pupils with and without difficulties in the calculation-speed variable in all tasks and in all calculation modalities. One of the implications is that pupils, and especially those with difficulties, should be afforded enough time to work out problems, and should be presented with tasks that would enable them to use number sense in order to retrieve prior knowledge and apply it.

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“…Number composition is another place value concept that is critical to operations and regrouping algorithms (Barrera-Mora & Reyes-Rodriguez, 2019). That is, understanding that numbers can be composed in different ways is the foundation for determining different ways to combine and separate numbers when using the four mathematical operations.…”

mentioning

confidence: 99%

Using the Concrete–Representational–Abstract Sequence to Teach Conceptual Understanding of Place Value, Rounding, and Expanded Notation

Milton

Flores

Hinton

et al. 2023

Learning Disabilities Research & Practice

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This study investigated the effects of a place value intervention with third-grade students with learning disabilities. The intervention added content to a research-based intervention using the concrete-representational-abstract (CRA) sequence. The added content reflected current mathematics standards for third grade. Students' place value understanding was measured using probes in which students had to identify the value of each digit within a three-digit number, round three-digit numbers to the nearest 10 or 100, and write three equations showing an expanded form of a three-digit number. A single-case, multiple-probe-across-students design showed a functional relation between CRA and completion of items requiring place value understanding. Students completed a generalization task by estimating the sum of a given equation.

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Fostering Middle School Students Number Sense Through Contextualized Tasks

Cited by 5 publications

References 42 publications

Students Mental Addition Strategies and the Effects of Strategy Training: A Longitudinal Study

Students Mental Addition Strategies and the Effects of Strategy Training: A Longitudinal Study

Number Sense Makes All the Difference: Calculation Using Number Sense by Pupils With and Without Learning Difficulties in Math

Using the Concrete–Representational–Abstract Sequence to Teach Conceptual Understanding of Place Value, Rounding, and Expanded Notation

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