Number sense as the bridge to number understanding

Research output: Contribution to book/anthology/report/proceedingBook chapterResearchpeer-review

In this article, I compare number sense, which is understood as an innate capacity to know about the magnitude and relations of numbers, with number understanding, which is understood as the ability to manipulate the symbolic arithmetic developed in a culture. My research focuses on the question of how number sense and number understanding can be used in a synergetic process in learning mathematics. Different research results have shown that consistent training in number sense (K-10) influences mathematical competencies in a positive manner, and that young children aged 5-6 years are able to solve symbolic problems that involve the approximate addition and subtraction of large two-digit numbers. Our experiment was conducted in a kindergarten class (age 5-6 years) and in a Grade 2 class (age 7-8 years) with students who had difficulties in number reading and symbolic arithmetic.
Keywords: number sense, number understanding, approximation, estimation,
kindergarten class and Grade 2.
Original languageEnglish
Title of host publicationSpecial needs in mathematics education
EditorsLena Lindenskov
Number of pages13
Place of publicationKøbenhavn
PublisherDanish School of Education, Aarhus University
Publication year2016
ISBN (print)978-87-7684-722-7
Publication statusPublished - 2016

See relations at Aarhus University Citationformats

ID: 108085676