Young Children's Number Sense in China and Finland

Aunio, Pirjo; Niemivirta, Markku; Hautamäki, Jarkko; Luit, Johannes E. H. Van; Shi, Jiannong; Zhang, Meiling

doi:10.1080/00313830600953576

Cited by 63 publications

(62 citation statements)

References 30 publications

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“…For example, it has been argued that by age four or five children have normally acquired initial counting skills and an awareness of quantity that allows them to respond to questions about more or less, while by the time they start school children have typically acquired a sense of a mental number line (Aunio et al 2006;Griffin 2004). However, such number-related understandings are frequently dependent on individual family circumstances (Zur and Gelman 2004), indicating that instruction, whether implicit or explicit, may be necessary for their development.…”

Section: What Is Number Sense?mentioning

confidence: 99%

“…So, what are the characteristics of FONS? Broadly speaking it has been described as the ability to operate flexibly with number and quantity (Aunio et al 2006;Clarke and Shinn 2004;Gersten and Chard 1999) and can be expressed as attributes like "awareness, intuition, recognition, knowledge, skill, ability, desire, feel, expectation, process, conceptual structure, or mental number line" (Berch 2005, p. 333). Despite such vagueness, some scholars have tried to categorise its characteristic properties.…”

Section: A Tentative But Concise Characterisation Of Foundational Nummentioning

confidence: 99%

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Identifying Opportunities for Grade One Children to Acquire Foundational Number Sense: Developing a Framework for Cross Cultural Classroom Analyses

Andrews

Sayers

2014

Early Childhood Educ J

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It is known that an appropriately developed foundational number sense (FONS), or the ability to operate flexibly with number and quantity, is a powerful predictor of young children's later mathematical achievement. However, until now not only has FONS been definitionally elusive but instruments for identifying opportunities for children to acquire its various components have been missing from the classroom observation tools available. In this paper, drawing on a constant comparison analysis of appropriate literature, we outline the development of an eight dimensional FONS framework. We then show, by applying this framework to three culturally diverse European grade one lessons, one English, one Hungarian and one Swedish, that it is both straightforwardly operationalised and amenable to cross cultural analyses of classroom practice. Some implications are discussed.

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Section: What Is Number Sense?mentioning

confidence: 99%

Section: A Tentative But Concise Characterisation Of Foundational Nummentioning

confidence: 99%

Identifying Opportunities for Grade One Children to Acquire Foundational Number Sense: Developing a Framework for Cross Cultural Classroom Analyses

Andrews

Sayers

2014

Early Childhood Educ J

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“…Aunio, Niemivirta, et al 2006; have shown that, the ENT also provides two closely related subscales measuring slightly different aspects of children's early numeracy. The first four sections of the instrument relate to the logical principles often identified as the key factors underlying children's understanding of quantities and relations (i.e.…”

Section: Instrumentsmentioning

confidence: 99%

“…Another set of cross-cultural comparisons on early numeracy have been conducted with Finnish and Chinese children (Aunio, Niemivirta et al 2006), children from Finland, Hong Kong and Singapore (Aunio et al 2004) and children from China, Finland, and Singapore (Ee, Wong, and Aunio 2006).…”

Section: Cross-national Differences In Mathematical Skillsmentioning

confidence: 99%

Children’s early numeracy in England, Finland and People’s Republic of China

Aunio¹,

Aubrey²,

Godfrey³

et al. 2008

International Journal of Early Years Education

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This research investigated the similarities and differences between countries in young children's early numeracy skills related to age, culture and gender. The participants were five-year-old children from Beijing (People's Republic of China), England and Finland. The rationale for the cross-cultural comparison originates from the research results with older children showing that Asian children outperform children from America or Europe, and from the lack of such information concerning younger children. The results showed that in all locations the older children performed better than the younger children. Cultural differences were found: young children from Beijing outperformed those from England and Finland in overall early numeracy performance, as well as in sub-tests for understanding of quantities and relations (i.e. relational skills) and counting skills. Finnish children had better scores than English children in the whole early numeracy scale and in the relational scale. The results are discussed in relation to culture, instruction in preschools and learning support at home, as well as the effects of language characteristics. The culture's appreciation of and approach to mathematics learning in early childhood is a plausible explanation for the cross-cultural differences found in this study.

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“…According to number sense performance, there are statistically no significant difference between male and female preservice mathematics teachers [t (462) = 4.115, p> .05, ƞ 2 = 0.04]. Earlier studies (Aunio et al 2006;Harç, 2010;Kayhan-Altay, 2010;Menon, 2004; Consequently, this study shows that pre-service mathematics teachers do not perform well at using number sense based strategies. Yang et al (2009) stated that "If we want to improve students' number sense, then action should be taken to improve the quality of their teachers' knowledge on number sense.…”

Section: An Investigation Of Pre-service Elementary and Secondary Matmentioning

confidence: 88%

An Investigation of Pre-Service Elementary and Secondary Mathematics Teachers' Number Sense

Dede¹,

Şengül²

2016

Turkish Journal of Computer and Mathematics Education (TURCOMAT)

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Öz: Bu çalışmanın amacı ilköğretim ve ortaöğretim matematik öğretmen adaylarının sahip olduğu sayı hissini incelemektir. Çalışmanın katılımcı grubunu 464 matematik öğretmen adayı oluşturmaktadır. Çalışmada öğretmen adaylarının sayı hissi kullanma performanslarını ölçmek için araştırmacılar tarafından geliştirilen çoktan seçmeli 31 sorudan oluşan bir Sayı Hissi Testi kullanılmıştır. Sayı Hissi Testi hem sayı hissi sorularını ve soruların olası çözümlerini içeren iki aşamalı bir testir. Testte yer alan sorulara verilen cevaplar hem doğruluk hem de kullanılan çözüm stratejisi (Sayı hissi stratejisi/Kural temelli strateji) açısından analiz edilmiş ve sayı hissi puanı hesaplanmıştır. Veri analizi sonucunda testten alınan sayı hissi puanları, matematik öğretmen adaylarının sayı hissi stratejilerini kullanmada başarılı olmadığını göstermektedir. Öğretmen adayları soruları çözerken sayı hissi stratejilerinden daha ziyade kural temelli stratejileri kullanmayı tercih etmiştir. Çalışmada ayrıca öğretmen adaylarının; Sayı Hissi Testi'ndeki başarıları ile sayı hissi kullanımları arasında pozitif bir ilişki bulunurken, sayı hissi kullanımları öğrenim görülen bölüme ve cinsiyete göre bir farklılık sergilememiştir.Anahtar Kelimeler: Sayı hissi, sayı hissi testi, sayı hissi stratejisi, kural temelli strateji, matematik öğretmen adayı DOI: 10.16949/turcomat.96275 Abstract:The aim of the study is to investigate primary and secondary pre-service mathematics teachers' number sense. A total of 464 mathematics teachers are participated in the study. To measure the number sense performances of the pre-service mathematics teachers with a Number Sense Test, including 31 multiple-choice questions, was developed by the researchers. Number Sense Test is a two-tailed test which includes the number sense questions and their possible solution strategies. Students' answers of Number Sense Test were analyzed to find the number sense points in terms of two aspects; one of them were correctness (True or False) and the second one was solving strategies (Number sense strategy or Rule based strategy) of pre-service teachers. According to the data analysis, mathematics teachers had low performance and they preferred to use rule based strategies rather than number sense strategies. Although there is a positive correlation between Number Sense Test performance and using number sense skills, there is no significant difference between male and female preservice teachers and their departments at using number sense.

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Young Children's Number Sense in China and Finland

Cited by 63 publications

References 30 publications

Identifying Opportunities for Grade One Children to Acquire Foundational Number Sense: Developing a Framework for Cross Cultural Classroom Analyses

Identifying Opportunities for Grade One Children to Acquire Foundational Number Sense: Developing a Framework for Cross Cultural Classroom Analyses

Children’s early numeracy in England, Finland and People’s Republic of China

An Investigation of Pre-Service Elementary and Secondary Mathematics Teachers' Number Sense

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