Number sense in teaching and learning arithmetic

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From the beginning of CERME conferences, the concept of number sense and its relation to the teaching and learning arithmetic and number systems has been a central theme. However, different meanings of the term have been used, and it has not always been clear which meaning is referred to. Depending on the meaning that is used, number sense seems to be both the starting point and the goal of the development of a conceptual understanding of numbers. In this chapter, three questions will be addressed: First, what are the different meanings of number sense within CERME, and how do they relate to each another? Second, what can be done to foster the development of number sense? Third, what is the scope of number sense in terms of different number domains including fractions and negative numbers?
OriginalsprogEngelsk
TitelDeveloping Research in Mathematics Education : Twenty Years of Communication, Cooperation and Collaboration in Europe
RedaktørerT. Dreyfus, M. Artigue, D. Potari, s. Prediger, K. Ruthven
Antal sider9
Vol/bind1
UdgivelsesstedUK
ForlagRoutledge
Udgivelsesårapr. 2018
Sider23-31
Kapitel2
ISBN (Elektronisk)ISBN: 978-1-138-08027-0 (hbk)
StatusUdgivet - apr. 2018

    Forskningsområder

  • Grundskole, Matematik-didaktik

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