Investigating Number Sense Among Students

Mohamed, Mohini; Johnny, Jacinta

doi:10.1016/j.sbspro.2010.12.044

“…In general, students who exhibit good results with strict calculations do not obtain the same results in those tasks where they need to make use of number sense. Findings from these studies confirm the idea that strict calculation skills without understanding are of little use in contexts that require more than just algorithms (NCTM, 2000;Veloo, 2010;Mohamed & Johnny, 2010). In contrast to the foregoing, a significant correlation has been observed between high academic grades in mathematics and a good level of number sense in students (Yang et al, 2008).…”

Section: Components Of Number Sensesupporting

confidence: 58%

“…Among the research that analyzed the most complex components for students, Yang, et al (2008) and Mohamed and Johnny (2010) found that understanding the relative effect of operations (Component 5, Table 1) and checking the data and recognizing when a result is reasonable (Component 8, Table 1) are the components that present the most difficulties. Helping students develop number sense is an important objective of mathematical instruction (Anghileri, 2006;Reys et al, 1999).…”

Section: Components Of Number Sensementioning

confidence: 99%

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Díez-Palomar

¹

2017

REDIMAT

2

0

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“…In general, students who exhibit good results with strict calculations do not obtain the same results in those tasks where they need to make use of number sense. Findings from these studies confirm the idea that strict calculation skills without understanding are of little use in contexts that require more than just algorithms (NCTM, 2000;Veloo, 2010;Mohamed & Johnny, 2010). In contrast to the foregoing, a significant correlation has been observed between high academic grades in mathematics and a good level of number sense in students (Yang et al, 2008).…”

Section: Introductionsupporting

confidence: 60%

“…Among the research that analyzed the most complex components for students, Yang, et al (2008) and Mohamed and Johnny (2010) found that understanding the relative effect of operations (Component 5, Table 1) and checking the data and recognizing when a result is reasonable (Component 8, Table 1) are the components that present the most difficulties. Helping students develop number sense is an important objective of mathematical instruction (Anghileri, 2006;Reys et al, 1999).…”

Section: Introductionmentioning

confidence: 99%

Establishing profiles on the use of number sense

Bruno

¹

,

Almeida

²

2017

REDIMAT

3

0

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Number sense includes the ability to use numbers and operations in a flexible and reasonable way. This work presents a case study on the use of number sense by eighth grade students (13-14 years old). We analyze individual interviews of eleven students that include number tasks that can be solved using strategies associated with number sense. By studying the strategies used by the students to answer the questions, we establish four profiles based on their preference for using number sense strategies, rules or algorithms, or on their lack of knowledge of basic number concepts.Keywords: Number sense, student profiles, strategies REDIMAT, Vol. 6 No. 1 Febrero 2017 pp. 56-84 ResumenEl sentido numérico incluye la habilidad para usar los números y las operaciones de una forma flexible y razonable. Este trabajo presenta un estudio de casos sobre el uso del sentido numérico en estudiantes de secundaria (13-14 años). Se analizan entrevistas individuales realizadas a once estudiantes sobre tareas que pueden resolverse utilizando estrategias asociadas al sentido numérico. Analizando las respuestas de los estudiantes al responder las cuestiones hemos establecido cuatro perfiles de en función de sus estrategias basadas en: sentido numérico, reglas o algoritmos o dificultades con conceptos numéricos básicos.Palabras clave: Sentido numérico, perfiles de estudiantes, estrategias.

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“…Bu çeşitlilik ve sıklıkta kullanılan tahmin becerisi, matematik dersi içerisinde önemli bir yere sahip olup; Türkiye, Amerika Birleşik Devletleri, Malezya, Japonya, Çin gibi bazı ülkelerin matematik dersi öğretim programlarında kazandırılması hedeflenen beceriler arasında sayılmaktadır (Alajmi, 2009;Liu, 2009;MEB, 2009aMEB, , 2009bMEB, , 2013Mohamed & Johnny, 2010;NCTM, 2000;Reys, Reys, Nohda, Ishida, Yoshikawa, & Shimizu, 1991). Ülkemizde 1948 yılından bu yana incelenen ilköğretim ile ilgili matematik dersi öğretimi programlarında bu beceriye önem verildiği görülmektedir (MEB, 1948(MEB, , 1968(MEB, , 1998(MEB, , 2009a(MEB, , 2009b(MEB, , 2013(MEB, , 2015MEGSB, 1983 (Fang, 1996;Ford 1994;Kagan, 1992;Raymond, 1997;Thompson, 1992).…”

Section: Introductionunclassified

Ortaokul Matematik Öğretmenlerinin Tahmin Hakkındaki Görüşleri

Boz-Yaman¹,

Bulut²

2017

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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-The purpose of the study is to investigate 5-8th grades mathematics teachers' opinions on estimation.The phenomenological research design is used. The semi-structured interviews were conducted with seven teachers who have been experienced in various mathematics curricula. According to analysis, definition of estimation, types of estimation, strategies of estimation, instructional activities in/out of the class, difficulties during teaching of estimation and importance of estimation are seven themes of the study. The results are revealed that most of the teachers could not define estimation and identify types and strategies of estimation.Even though they thought that estimation is an important skill for daily life but they do not provide appropriate teaching environments. The most important reason is that teachers do not believe the necessity of learning estimation, they think that estimations is not going to be asked in the national exams and they do not have enough competency about estimation.

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Investigating Number Sense Among Students

Cited by 56 publications

References 5 publications

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Establishing profiles on the use of number sense

Ortaokul Matematik Öğretmenlerinin Tahmin Hakkındaki Görüşleri

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