Returning to Ordinality in Early Number Sense: Neurological, Technological and Pedagogical Considerations

2017 ◽  
pp. 39-58 ◽  
Author(s):  
Nathalie Sinclair ◽  
Alf Coles
Keyword(s):  
Number Sense ◽  
Early Number

Increasing the Number Sense Understanding of Preschool Students With ASD

2021 ◽  
pp. 027112142110061
Author(s):  
Bonnie L. Ingelin ◽  
Seyma Intepe-Tingir ◽  
Nanette C. Hammons
Keyword(s):  
Preschool Children ◽  
Number Sense ◽  
Functional Relation ◽  
Autism Spectrum ◽  
Future Research ◽  
Preschool Students ◽  
Children With Asd ◽  
Early Number ◽  
Mathematical Success ◽  
Number Talks

Teaching children with autism spectrum disorder (ASD) academic skills supports their future opportunities. For example, early number sense skills are predictive of future mathematical success for all children including children with ASD. Yet, research on foundational early childhood mathematics skills of children with ASD is limited. This study used an adapted version of Number Talks to increase the number sense skills of preschool children with ASD. Number Talks is a constructivist approach that was combined with systematic instruction (i.e., system of least prompts and modeling) in this study. A multiple probe across participants design established a functional relation between using an adapted version of Number Talks and the early number sense skills of preschool children with ASD. Findings suggest using an adapted version of Number Talks can increase the early number sense skills of preschool children with ASD. Implications for practice and future research are discussed.

scholarly journals Code-Switching Explorations in Teaching Early Number Sense

2018 ◽  
Vol 8 (1) ◽  
pp. 38
Author(s):  
Gabriela Arias de Sanchez ◽  
Martha Gabriel ◽  
Ann Anderson ◽  
Miles Turnbull
Keyword(s):  
Number Sense ◽  
Code Switching ◽  
Early Number

Defining Early Number Sense: A participatory Australian study

2005 ◽  
Vol 25 (5) ◽  
pp. 555-571 ◽  
Author(s):  
Sally Howell ◽  
Coral Kemp
Keyword(s):  
Number Sense ◽  
Australian Study ◽  
Early Number

Building the Early Number Sense of Kindergarteners With Autism: A Replication Study

2019 ◽  
Vol 41 (6) ◽  
pp. 378-388 ◽  
Author(s):  
Jenny R. Root ◽  
Bonnie Henning ◽  
Bree Jimenez
Keyword(s):  
Number Sense ◽  
Classroom Teacher ◽  
Functional Relation ◽  
Kindergarten Students ◽  
Future Research ◽  
Early Numeracy ◽  
Systematic Instruction ◽  
Students With Autism ◽  
Early Number ◽  
Teacher's Perception

This study reports findings of a systematic replication and as such sought to evaluate effects of an early numeracy curriculum on early number sense attainment for Kindergarten students with autism. Through daily 15-min story-based math lessons with embedded systematic instruction delivered by their classroom teacher, participants learned to compare sets, identify and work with patterns, and use standard and nonstandard measurement, and calendar skills. Results indicate a functional relation between the intervention and early number sense, and students were able to generalize skills when systematic instruction was faded. Similar results were mirrored by pre–post standardized norm-referenced measures of early mathematics abilities. Implementation of the curriculum had positive results on the teacher’s perception of self-efficacy. The study’s contribution to research, recommendations for practice, and implications for future research are discussed.

Number Sense on the Number Line

2017 ◽  
Vol 53 (4) ◽  
pp. 229-236
Author(s):  
Dawn Marie Woods ◽  
Leanne Ketterlin Geller ◽  
Deni Basaraba
Keyword(s):  
Conceptual Understanding ◽  
Number Sense ◽  
Visual Representations ◽  
Number Line ◽  
Systematic Instruction ◽  
Future Success ◽  
Early Number ◽  
Explicit And Systematic Instruction ◽  
Mathematics Research ◽  
Support Students

A strong foundation in early number concepts is critical for students’ future success in mathematics. Research suggests that visual representations, like a number line, support students’ development of number sense by helping them create a mental representation of the order and magnitude of numbers. In addition, explicitly sequencing instruction to transition from concrete to visual to abstract representations of mathematics concepts supports students’ conceptual understanding. This column describes and illustrates how teachers can use number lines and features of explicit and systematic instruction to support students’ early development of number sense.

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