scholarly journals Early Numerical Competencies and Students with Mathematics Difficulty

2012 ◽  
Vol 44 (5) ◽  
Author(s):  
Sarah R. Powell ◽  
Lynn S. Fuchs
Keyword(s):  
Elementary School ◽  
Number Sense ◽  
Mathematical Tasks ◽  
Early Numeracy ◽  
Quantity Discrimination ◽  
Number Recognition ◽  
Addition And Subtraction ◽  
And Mathematics ◽  
Mathematics Difficulty

Children start elementary school with variable mathematics ski11s. Some childrenunderstand the fundamentals of numbers and mathematics, while others struggle with basic counting, number recognition, understanding of symbols, quantity discrimination, and concepts of addition and subtraction. Often, this set of early numerical competencies is referred to as number sense or early numeracy competencies. Students need to establish and understand these competencies before moving on to more complex mathematical tasks. This article describes important early num erical competencies and provides a description of how these competencies can be taught to students who struggle with mathematics.

scholarly journals Early Numerical Competencies and Students with Mathematics Difficulty

2012 ◽  
Vol 44 (5) ◽  
Author(s):  
Sarah R. Powell ◽  
Lynn S. Fuchs
Keyword(s):  
Elementary School ◽  
Number Sense ◽  
Mathematical Tasks ◽  
Early Numeracy ◽  
Quantity Discrimination ◽  
Number Recognition ◽  
Addition And Subtraction ◽  
And Mathematics ◽  
Mathematics Difficulty

Children start elementary school with variable mathematics ski11s. Some childrenunderstand the fundamentals of numbers and mathematics, while others struggle with basic counting, number recognition, understanding of symbols, quantity discrimination, and concepts of addition and subtraction. Often, this set of early numerical competencies is referred to as number sense or early numeracy competencies. Students need to establish and understand these competencies before moving on to more complex mathematical tasks. This article describes important early num erical competencies and provides a description of how these competencies can be taught to students who struggle with 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 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

scholarly journals Orijentacija u prostoru

2018 ◽  
Vol 36 (13) ◽  
Author(s):  
Marija Obad
Keyword(s):  
Elementary School ◽  
Physical Education ◽  
Spatial Orientation ◽  
First Grade ◽  
Teaching Process ◽  
Study Results ◽  
Left And Right ◽  
And Mathematics

Space is the basic geographical concept which we gradually acquire. Through an articulation of the concepts LEFT and RIGHT from spatial orientation in first grade elementary school, using different contents, methods and resources one discovers a richness of methodical forms of which each, in its own fashion, participates in the realisation of the process of teaching and upbringing. The correlation with Physical education, art classes and mathematics confirms this fact. Such a mode of elaborating the content fulfills the basic requisite of wholeness in the teaching process which results in a higher motivation of pupils and better study results.

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.

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