scholarly journals Number sense and mathematics: Which, when and how?

2017 ◽  
Vol 53 (10) ◽  
pp. 1924-1939 ◽  
Author(s):  
Maria G. Tosto ◽  
Stephen A. Petrill ◽  
Sergey Malykh ◽  
Karim Malki ◽  
Claire M. A. Haworth ◽  
...  
Keyword(s):  
Number Sense ◽  
And Mathematics

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.

scholarly journals Keterampilan Berfikir Siswa SMP dalam Menyelesaikan Soal Matematika Ditinjau dari Kemampuan Number Sense

2019 ◽  
Vol 6 (1) ◽  
pp. 29-40 ◽  
Author(s):  
Lilik Setyaningsih ◽  
Arta Ekayanti
Keyword(s):  
Junior High School ◽  
Number Sense ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Thinking Skill ◽  
Ability Test ◽  
Mathematics Problems ◽  
Qualitative Descriptive ◽  
And Mathematics ◽  
Mathematics Problem

This research aimed to describe the students’ thinking skills of each number sense category in solving mathematics problems. This study used a qualitative descriptive approach and involved one class of Year 7 students in one of junior high school in Ponorogo, Indonesia. Data collection involved test and non-test. The instruments were number sense ability test and mathematics problems including six cognitive categories. Data analysis included collecting data, reducing data, analyzing data and drawing conclusions. The results showed that students who had low number sense ability were classified as Lower Order Thinking Skill (LOTS) level. In this category, students can only solve mathematics problem involving remembering and understanding categories. While the students with medium number sense ability also identified at LOTS level. In this category, students can only solve the problem involving applying category. Furthermore, the students who had a high number sense ability were classified as Higher Order Thinking Skill (HOTS) level. In this category, students can solve the mathematics problem involving analyzing) and evaluating categories.

IDEAS

1992 ◽  
Vol 39 (6) ◽  
pp. 32-39
Author(s):  
Lisa M. Passarello ◽  
Francis (Skip) Fennell
Keyword(s):  
Problem Solving ◽  
Number Sense ◽  
Mathematics Learning ◽  
School Mathematics ◽  
Grade Levels ◽  
Or Groups ◽  
And Mathematics ◽  
Parent Child ◽  
At Home ◽  
A Performance

This month's IDEAS emphasizes connections between science and mathematics by using a performance-, or authentic-, asessment format. The month of February is close to the heart of many students and teachers. The activity sheets and the extensions offer a different approach to the valentine month. Students have the opportunity to explore applications involving their own personal valentine—the heart. The activities involve number sense, problem solving, measurement, and statistics. Additionally, this month's IDEAS involves a variety of important mathematics concepts and ideas in a performance-based setting. The activity sheets are designed to be used in multiple grade levels. The activity sheets can be completed by individual students or groups of students. The at-home-activity sheet is designed to connect school-mathematics learning with the home. Encourage students to complete this activity sheet as a parent-child experiment.

EXAMINING THE RELATIONSHIP BETWEEN NUMBER SENSE AND MATHEMATICS ACHIEVEMENT OF THE 4TH GRADE STUDENTS

2016 ◽  
Vol 11 (4) ◽  
pp. 48-66 ◽  
Author(s):  
Sıtkı Çekirdekci ◽  
Sare Şengül ◽  
M. Cihangir Doğan
Keyword(s):  
Mathematics Achievement ◽  
Number Sense ◽  
And Mathematics ◽  
The Relationship

scholarly journals Profil number sense siswa bergaya kognitif visualizer terhadap makna pecahan desimal

2018 ◽  
Vol 11 (1) ◽  
pp. 20-36
Author(s):  
Wilda Syam Tonra
Keyword(s):  
Mathematics Achievement ◽  
Cognitive Style ◽  
Number Sense ◽  
Number Line ◽  
Mathematics Tests ◽  
Basic Meaning ◽  
Decimal Fractions ◽  
The Subject ◽  
And Mathematics ◽  
Partitions Of Integers

[Bahasa]: Penelitian kualitatif ini bertujuan untuk mendeskripsikan profil number sense siswa terhadap makna pecahan desimal. Subjek penelitian adalah satu siswa kelas VII SMP Bhayangkari Kemala I Surabaya dengan kemampuan matematika tinggi dan bergaya kognitif visualizer. Penelitian dimulai dengan menentukan subjek penelitian mengunakan instrumen tes gaya kognitif dan tes kemampuan matematika, kemudian dilanjutkan dengan pemberian tes number sense (TNS). Tahap terakhir adalah melakukan wawancara dengan subjek untuk mengungkap cara berfikir siswa dalam menyelesaikan soal tes number sense serta melihat kesesuaian jawaban dengan alasan yang diberikan. Pengecekan keabsahan data dalam penelitian ini menggunakan triangulasi waktu. Hasil penelitian menunjukkan bahwa number sense yang dimiliki oleh subjek dalam memahami makna dasar pecahan desimal ditunjukkan dengan mempresentasikan pecahan desimal sebagai pecahan biasa, partisi dari bilangan bulat, dan partisi suatu benda. Pemahaman mengenai urutan pecahan desimal ditunjukkan dengan meletakkan pecahan-pecahan desimal pada garis bilangan sesuai urutan yang benar. Pemahaman mengenai sifat kerapatan pecahan desimal ditunjukkan dengan penyimpulan bahwa ada tidak hingga pecahan desimal antara dua pecahan desimal. Jadi, dapat disimpulkan bahwa siswa yang bergaya kognitif visualizer dengan kemampuan matematika tinggi dapat memahami makna pecahan desimal. Kata kunci: Number Sense; Gaya Kognitif; Visualizer; Pecahan Desimal [English]: This qualitative research aimed to describe the profile of student’s number sense toward the meaning of decimal. The research subject was one 7th grade of SMP Bhayangkari Kemala I Surabaya with high mathematics achievement and visualizer cognitive-style. The research began by determining the subject using cognitive-style test instrument and mathematics tests, then followed by the number sense test (TNS). The last stage was interviewing the subject to reveal how the subject think in solving the number sense test and examine the match between the answers and the reasons given. Time triangulation was used to check the validity of data. The research found that the number sense possessed by the subject in understanding the basic meaning of decimal is representing decimal fractions as regular fractions, partitions of integers, and partitions of an object. Understanding of the order of decimal is shown by placing the decimal on the number line in the correct order. Understanding of the nature of the decimal density is denoted by the conclusion that there are infinite decimals between two decimals. Thus, it could be concluded that students with visualizer cognitive-style and high mathematics achievement can understand the meaning of decimal properly. Keywords : Number Sense; Cognitive Style; Visualizer; Decimal

How Huge Is a Hundred?

1999 ◽  
Vol 6 (3) ◽  
pp. 154-159
Author(s):  
Susan Hampton Auriemma
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Learning Environment ◽  
Number Sense ◽  
First Graders ◽  
School Mathematics ◽  
Place Value ◽  
Important Goal ◽  
Evaluation Standards ◽  
And Mathematics

How much is a hundred?” How would your students respond to such a question? This article shares the experiences of my first graders as they participated in activities that develop number sense to answer this question. Teaching number sense to students in grades K–4 is an important goal of the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989). The following activities are based on the Standards in many ways. They require problem solving, reasoning, communicating, and connecting mathematics to everyday situations that interest children. They provide opportunities to develop measurement and place-value concepts and to integrate reading, writing, drawing, and mathematics in ways that contribute to a cooperative learning environment.

Number Sense and mathematics across development and cultures

2014 ◽  
Vol 60 ◽  
pp. S9 ◽  
Author(s):  
Y. Davydova ◽  
Y. Sabirova ◽  
I. Lysenkova ◽  
T. Tikhomirova
Keyword(s):  
Number Sense ◽  
And Mathematics

scholarly journals The relation between working memory, number sense, and mathematics throughout primary education in children with and without mathematical difficulties

2021 ◽  
pp. 1-28
Author(s):  
Michel Nelwan ◽  
Ilona Friso-van den Bos ◽  
Constance Vissers ◽  
Evelyn Kroesbergen
Keyword(s):  
Working Memory ◽  
Primary Education ◽  
Number Sense ◽  
Mathematical Difficulties ◽  
And Mathematics
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