Jump! Jump!

2015 ◽  
Vol 22 (1) ◽  
pp. 56
Author(s):  
Sararose Lynch ◽  
Katie Becherer ◽  
Alex Taylor

A quick, engaging activity, Jump Plate aids in the development of number sense, fluency, and flexibility with numbers. Students apply basic number concepts and operations as they jump from plate to plate.

2017 ◽  
Vol 6 (1) ◽  
pp. 56 ◽  
Author(s):  
Alicia Bruno ◽  
Rut Almeida

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 analyse 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.


1966 ◽  
Vol 13 (3) ◽  
pp. 226a-226
Author(s):  
Ellen Watanabe

A tremendous Kapiolani School PTA hit was recorded a year ago (March, 1965) when the teachers of Kapiolani School in Hilo, Hawaii, presented an unusual and informative Math Fair for its PTA members. Planning and working under the leadership of Mrs. Samang L. Kong, principal, the faculty presented a Math Fair which portrayed a chronological and systematic development of basic number concepts starting in the kindergarten and Grade 1 and extending through Grade 6. Hundreds of number devices, colorful student charts, arithmetic aids, each with an accompanying explanation, were colorfully and vividly arrayed by grade levels throughout the huge school cafeteria.


2020 ◽  
Vol 34 (02) ◽  
pp. 1332-1340
Author(s):  
Wenhe Zhang ◽  
Chi Zhang ◽  
Yixin Zhu ◽  
Song-Chun Zhu

As a comprehensive indicator of mathematical thinking and intelligence, the number sense (Dehaene 2011) bridges the induction of symbolic concepts and the competence of problem-solving. To endow such a crucial cognitive ability to machine intelligence, we propose a dataset, Machine Number Sense (MNS), consisting of visual arithmetic problems automatically generated using a grammar model—And-Or Graph (AOG). These visual arithmetic problems are in the form of geometric figures: each problem has a set of geometric shapes as its context and embedded number symbols. Solving such problems is not trivial; the machine not only has to recognize the number, but also to interpret the number with its contexts, shapes, and relations (e.g., symmetry) together with proper operations. We benchmark the MNS dataset using four predominant neural network models as baselines in this visual reasoning task. Comprehensive experiments show that current neural-network-based models still struggle to understand number concepts and relational operations. We show that a simple brute-force search algorithm could work out some of the problems without context information. Crucially, taking geometric context into account by an additional perception module would provide a sharp performance gain with fewer search steps. Altogether, we call for attention in fusing the classic search-based algorithms with modern neural networks to discover the essential number concepts in future research.


1982 ◽  
Vol 30 (4) ◽  
pp. 6-9
Author(s):  
Virginia M. Horak ◽  
Willis J. Horak

Children in the primary grades need diverse concrete models to adequately develop basic number concepts. Various manipulatives such as bean sticks, bundles of counting sticks, paper dot plates (Thompson and Van de Walle 1980) and Cuisennaire rods have been discussed over the years. Bead strings are another alternative. They are an inexpensive teacher-made manipulative that can be used over and over again. This article deals with ways in which bead strings can be used for reinforcement and concept development.


2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Margaretha Weryana Lie ◽  
Desyarti Safarini TLS

Previous research shows that seventh-grade students lack a sense of flexibility about numbers, lack comprehension of the effect of the operation on numbers, and lack estimation skills. On the other hand, writing to learn is one of the learning activities where the students actively write to express themselves in learning specific material/topic. This project aims to develop a learning module for students about the integers by utilizing the basic number sense framework: the six strands of number sense (Mcintosh et al., 1997) and combining it using writing to learn mathematics (Burns, 1995). The module developed using the steps proposed by Purwanto (2007) and then validated by the experts and tested to the subjects’ trial. The module was then validated by three experts who are lecturers at Sampoerna University. After validation, the module was then tested on four seventh-grade students, where the data gathered by both observation and group interview. As a result, all participants agree that the learning module is easier than what they taught at school and would recommend the module to their friends.


1999 ◽  
Vol 6 (4) ◽  
pp. 216-218
Author(s):  
Julia Schnur-Laughlin

Almost anyone who has been teaching for a few years has experienced a spontaneous “teachable moment” prompted by something that was said by a student. I was fortunate to have had such an experience last December when our kindergartners were involved in a “Twelve Days of Christmas” unit. As the holidays approach this year, I look forward to repeating this unit, which increased my students' awareness of basic number sense and patterning. Because the unit had a writing and drawing component, it also incorporated communication of the mathematical processes involved.


2015 ◽  
Vol 223 (2) ◽  
pp. 102-109 ◽  
Author(s):  
Evelyn H. Kroesbergen ◽  
Marloes van Dijk

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.


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