Relevant bibliographies by topics / Number sense

Academic literature on the topic 'Number sense'

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Published: 4 June 2021
Last updated: 10 March 2023

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Journal articles on the topic "Number sense"

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Ronau, Robert N. "Number Sense." Mathematics Teacher 81, no. 6 (September 1988): 437–40. http://dx.doi.org/10.5951/mt.81.6.0437.

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Good number sense is fundamental for success in estimation, approximation, and problem solving. We need to develop a sense of large numbers because newspaper and television news reports contain many references to large quantities. The federal budget is expressed in billions and trillions of dollars, space distances in millions of light years or trillions of miles, computer speeds in nanoseconds (1 nanosecond = 1 billionth of a second), computer storage memory in gigabytes (1 gigabyte = 1 billion bytes), world populations in millions and billions of individuals, and nuclear weapons in millions of tons of TNT. Clearly, the average citizen needs a well-developed sense of large numbers to understand many of the news items that invade the home. Large-number concepts a re appropriate for development in upper elementary school, high school, and beyond. This article presents some examples to enhance a sense of large numbers in middle and high school students.
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Gersten, Russell, and David Chard. "Number Sense." Journal of Special Education 33, no. 1 (April 1999): 18–28. http://dx.doi.org/10.1177/002246699903300102.

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Hadi, Sutarto. "Number sense." Math Didactic: Jurnal Pendidikan Matematika 1, no. 1 (April 30, 2015): 1–7. http://dx.doi.org/10.33654/math.v1i1.89.

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Pemahaman anak mengenai bilangan bertujuan untuk menambah dan mengembangkan keterampilan berhitung dengan bilangan sebagai alat dalam kehidupan sehari-hari. Salah satu aspek utamanya adalah menekankan pengembangan kepekaan terhadap bilangan atau dikenal dengan number sense. Number sense dapat diartikan sebagai berpikir fleksibel dan intuisi tentang bilangan. Untuk menilai sifat number sense yang dimiliki seorang individu, kita harus memeriksa fleksibilitas terhadap bilangan yang ditunjukkan oleh individu tersebut. Fleksibilitas ini dapat diamati ketika seseorang melakukan empat komponen number sense, yaitu menilai besaran bilangan, komputasi mental, estimasi, dan menilai kerasionalitasan atau kewajaran hasil perhitungan yang diperoleh.
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Berch, Daniel B. "Making Sense of Number Sense." Journal of Learning Disabilities 38, no. 4 (July 2005): 333–39. http://dx.doi.org/10.1177/00222194050380040901.

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Moomaw, Sally, Victoria Carr, Mary Boat, and David Barnett. "Preschoolers' number sense." Teaching Children Mathematics 16, no. 6 (February 2010): 332–40. http://dx.doi.org/10.5951/tcm.16.6.0332.

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Howden, Hilde. "Teaching Number Sense." Arithmetic Teacher 36, no. 6 (February 1989): 6–11. http://dx.doi.org/10.5951/at.36.6.0006.

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Of all the Standards in the K–4 component of NCTM's working draft of Curriculum and Evaluation Standards for School Mathematics, the one concerning number en e raised the most questions from teachers, parents, and administrators in session held to acquaint our educational community with the Standards. These four questions were most frequently asked: What is number sense? Why is number sen e important? How is number cnse taught? How is number sense measured?
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Lock, Robin H., and Susan Gurganus. "Promote Number Sense." Intervention in School and Clinic 40, no. 1 (September 2004): 55–58. http://dx.doi.org/10.1177/10534512040400010501.

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Wagner, David, and Brent Davis. "Feeling number: grounding number sense in a sense of quantity." Educational Studies in Mathematics 74, no. 1 (January 19, 2010): 39–51. http://dx.doi.org/10.1007/s10649-009-9226-9.

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Er, Zübeyde, and Perihan Dinç Artut. "Gifted students' number sense skills in terms of number sense components." Journal of Education and Learning (EduLearn) 16, no. 1 (February 1, 2022): 92–102. http://dx.doi.org/10.11591/edulearn.v16i1.20424.

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As a descriptive survey research, this study aimed to investigate the number sense skills of gifted in terms of number sense components. Participant of this research consisted of 123 gifted secondary school students, who were selected according to the convenience sampling method in Turkey. The data of this research were collected in the 2021-2022 academic year. The number sense test was used as the data collection tool. This test is comprised of 20 items which were prepared in line with five basic number sense components. The data obtained from the data collection tool were analysed by quantitative analysis methods. As a result of the analysis, it was confirmed that the number senses of gifted secondary school students differed according to gender and this difference was in favour of the male students. The highest number sense performance according to grade levels belonged to eight grade level students. Furthermore, it was observed that the number sense performance increased in parallel with the grade levels of the students. In addition, when the mean of correct answers for the number sense components was considered, it was concluded that the highest mean was in the understanding of the effect of the operation and the lowest mean was in the understanding of the number concept, respectively.
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He, L., T. Zhou, J. Zhang, Y. Zhuo, and L. Chen. "The Number Sense Follows the Object Sense." Journal of Vision 11, no. 11 (September 23, 2011): 895. http://dx.doi.org/10.1167/11.11.895.

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Dissertations / Theses on the topic "Number sense"

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Rasmusson, Malin. "Teaching Number Sense to Kindergarteners." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34824.

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Då jag tidigare besökt förskoleklasser i USA har jag förvånats över hur mycket tid som ägnats åt laborativ matematik. När nationella läroplanen i matematik i USA, Principles and Standards for School Mathematics, omarbetades blev fokus inom matematik att arbeta för att stärka elevers taluppfattning. Lockad av tidigare erfarenheter från det amerikanska skolsystemet beslutade jag mig därför för göra en deltagande observation med löpande protokoll för att se hur man arbetar med taluppfattning i en förskoleklass i Texas. Under observationen fokuserade jag på att se samband mellan undervisningen, läroplaner och teorier inom matematikundervisning. Resultatet av min undersökning visar att nittio minuter varje dag ägnades åt laborativa matematikaktiviteter anpassade för att hjälpa eleverna att uppnå läroplanens mål. Därtill fanns en tydlig anknytning till teorier inom matematikundervisning.Arbetet är skrivet på engelska. Detta för att termer, dialoger etc. inte ska översättas inkorrekt och för att skolan som observationen skedde på ska kunna ta del av resultatet.
As I earlier visited Kindergarten classes in the United States, I was surprised to see how much time that was set aside for mathematical activities in a hands-on fashion. In the reform of the United States Principle and Standards for School Mathematics, number sense was an essential outcome. Hence, the purpose of my study was to investigate, using participant observation with running records as a method, how number sense is taught in a Kindergarten class in Texas. During my observation, I especially looked at the educations connection to the guidelines and mathematics education theories. The result of my investigation shows that ninety minutes every day was set aside for mathematical activities in hands-on fashion, adapted to meet the guideline requirements and goals. In addition, the teaching observed in the class was closely associated with the mathematics educational theories.
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Moomaw, Sally Coup. "Measuring Number Sense in Young Children." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1204156224.

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Forslund, Lena. "Taluppfattningens betydelse i matematiken : Undervisning och bedömning av taluppfattning och skriftliga räknemetoder ur ett lärarperspektiv." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-25621.

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Syftet med studien är att bidra till ökad förståelse av och fördjupad kunskap om taluppfattningens och skriftliga räknemetoders betydelse för hinder i elevers matematikutveckling, särskilt avseende addition och subtraktion, samt undersöka hur lärare arbetar med dessa områden för att förebygga och möta hinder för matematikutveckling. Elevers matematikkunskaper sjunker och på senare år har brister i taluppfattning uppmärksammats som en möjlig orsak. Denna studie med kvalitativ ansats har intervjuer och skriftliga dokument som datainsamlingsmetod. Hur uppfattar nio lärare som undervisar i år 1-6 nödvändiga kunskaper i taluppfattning för att hantera skriftliga räknemetoder i addition och subtraktion och vilka förklaringar till brister lyfter de. Vilka verktyg används för att få kännedom om elevers kunskaper i matematik vad gäller taluppfattning och skriftliga räknemetoder? Av resultatet av studien framkommer att det finns variationer i uppfattningar om nödvändiga kunskaper och undervisning om taluppfattning och skriftliga räknemetoder. Resultaten på Nationella prov vad gäller de båda studerade områdena visar på ett bättre resultat då det gäller taluppfattning jämfört med skriftliga räknemetoder. Detta kan bero på den komplexitet som det sociala samspelet mellan olika strukturer i samhället innebär.
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Mellott, Mallory. "The Effects of 'Number Talks' on Number Sense in a Second Grade Math Class." Otterbein University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1594306261084857.

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Hanrahan, Frances M., and res cand@acu edu au. "Number Sense or No Sense: Pre-service teachers learning the mathematics they are required to teach." Australian Catholic University. School of Education, 2002. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp19.16082005.

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As a result of two years working with the pre-service primary teachers in a College in Fiji I became aware of the difficulty many of the students were having understanding the primary school mathematics they would be required to teach. During that time I had attempted to help them overcome the difficulties by using different teaching approaches and activities but was far from satisfied with my efforts. Hence I decided to make a concerted effort to help the students by planning, implementing and partially evaluating a mathematics education unit, known as the Teaching Program for the first semester of their course. This work formed the basis of my study. For the Teaching Program I chose a constructivist teaching approach with number sense as the underlying theme. To examine the aspects of the Program I used my observations and those of the students especially ones reported in their mathematics journals. To evaluate the effectiveness of the Teaching Program I collected and analysed quantitative data from traditional testing of the class of forty students as well as data from case studies of six of the pre-service teachers in the class. To determine what features of the Teaching Program were linked to positive changes my main source of data was the case studies, especially entries from their journal writings. The findings suggested that a significant development of the cognitive aspects of the students’ number sense did occur during the time of the Teaching Program but not as much as was hoped for. As a result of the analysis of the data I came to a greater realisation of the importance of the non-cognitive aspects of number sense and the necessity for a greater consideration of them in the development of a Program. I also realise now that a major development that did occur was in my understanding of the knowledge and learning of mathematics. My ideas of a teaching paradigm of social constructivism had not guided me sufficiently to incorporate activities and procedures to develop the non-cognitive aspects. I suggest that a paradigm which extends the theory of social constructivism to give greater consideration of these aspects of learning in general, and hence numeracy and number sense in particular, was needed. As a result of this study, my introduction to the theory of enactivism appears to be giving me some direction in this search at this stage.
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Hanrahan, Frances M. "Number sense or no sense : pre-service teachers learning the mathematics they are required to teach /." Fitzroy, Vic. : Australian Catholic University, 2002. http://dlibrary.acu.edu.au/digitaltheses/public/adt%2Dacuvp19.16082005.

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Thesis (Ed.D.) -- Australian Catholic University, (2002).
"A thesis submitted in partial fulfilment of the requirements for the Degree of Doctor of Education. Bibliography: p. 279-293. Also available in an electronic format via the internet.
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Chow, Valeen Marie. "Elementary teachers' thinking (beliefs) about number sense and its pedagogy." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ65095.pdf.

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Mathews, Elizabeth Leigh. "Improving a Second Grade Student's Number Sense: An Instructional Intervention." MSSTATE, 2007. http://sun.library.msstate.edu/ETD-db/theses/available/etd-04082007-162641/.

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The purpose of this qualitative case study was to help a second grade student, who struggled with mathematics but excelled in reading, to develop a conceptual understanding of number sense, using a teacher researcher-created intervention. The five-step, one-on-one intervention included the following: (1) use trade books to build mathematical knowledge and vocabulary (2) teacher modeling of concepts, (3) guided practice with manipulatives, (4) review using games and a ?Fact Pack?, and (5) journal writing to explain concepts. The Early Mathematics Assessment-3 (TEMA-3) was used as a pre- and post-test assessment the student?s mathematical knowledge. Other data included transcriptions of audio taped intervention sessions, notes from video-taped intervention sessions, fieldnotes, and artifacts from the classroom and intervention sessions. Data sources were triangulated. On the TEMA-3 Pretest, the student scored at the first grade, fourth month (1.4) level. After 13 Lessons covered in 22 sessions (approximately 11 hours of one-on-one instruction), the student scored at the second grade, second month (2.2) level. She also scored Proficient on the state curriculum test in mathematics. Four aspects of the intervention seem to help the student most in her development of number sense. They included the use of (1) a number line; (2) a number structure, which visually depicted the value of numbers; (3) trade books to provide an anchor for each skill and a memorable context; and (4) journaling. In addition, the data revealed that once the student understood the concept of ten?s and one?s, her ability to count and add extended to include numbers 1 to 100. Recommendations for students who excel in reading and writing, but struggle with mathematics, include the following: the use of trade books and writing may help them better understand mathematics concepts; review of mathematical concepts through enjoyable, meaningful games and the use of a Fact Pack are useful; the use a horizontal number line and number structure, which is consistent with left-to-right directionality of reading and writing, may help students better understand the concepts of more, less, before, and after; and consistent use of vocabulary during instruction may help students better understand number concepts.
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Harris, Callie. "The impact on computational fluency through instruction in number sense." Thesis, A link to full text of this thesis in SOAR, 2008. http://hdl.handle.net/10057/2047.

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O'Reilly, Declan. "Visualising number : a study of children's developing sense of number in the computational medium of Boxer." Thesis, University College London (University of London), 1995. http://discovery.ucl.ac.uk/10021586/.

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The aim of this study is to investigate children's developing sense of number in the computational medium of Boxer. Boxer's combination of graphical and symbolic elements afforded the opportunity for children to visualise numbers in an operational way while simultaneously offering insights into how this operational approach mediated their thinking. There were three inter-related aspects to the study, with visualisation being the common feature of all three. • (i) How does the visual structure of Boxer influence students' (aged 9 - 11) ability to program? • (ii) What interpretations do students place on a number system extended beyond the natural numbers and how did they choose to represent these? • (iii) How can the learning environment of Boxer be exploited as a context for developing students' sense of number? Following an exploratory study, pedagogical models for investigating issues (i) and (iii) were developed. For issue (i), Boxer was exploited as a means of introducing itself. This, in turn, meant documenting the issues involved in a process of iterative design. For issue (iii), a model of learning was developed which proposed that the children should construct their own microworlds. Following an off-computer investigation of issue (ii), the model was refined to that of children constructing operational computational objects, and the research aim broadened to include an investigation of how these objects mediated their expression of number. This part of the research consisted of a longitudinal study lasting two years. It entailed case studies with four pairs of children, while the rest of the class learned Boxer independently. None of the children had previous Boxer or Logo experience. The research setting was a normal classroom in an inner-London primary school. Data for issues (i) and (iii) was obtained by means of video recordings and annotated print-outs, while data for issue (ii) was obtained by written records and audio recordings. Evidence from the research suggests that students' programming is significantly more structured in Boxer relative to Logo, and this structure is directly related to the visual nature of Boxer. Moreover, data from the number studies suggests that this visual structure was also instrumental in providing students with the means to connect number processes with number concepts, thus enabling them to engage with number ideas which might otherwise have been beyond their reach.
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Books on the topic "Number sense"

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McIntosh, Alistair. Number sense: Simple efffective number sense experiences. [S.l.]: Dale Seymour Publications, 1997.

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Alistair, McIntosh, ed. Number sense: Simple effective number sense experiences. Palo Alto, CA: Dale Seymour Publications, 1997.

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Number sense. Elizabethtown, PA: Continental Press, 1997.

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Kelly, Brendan. Number sense & numeration. Toronto, ON: Ontario Ministry of Education and Training, 1999.

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(Firm), TERC, ed. Building number sense: The number system. Menlo Park, CA: Dale Seymour Publications, 1998.

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Kliman, Marlene. Building number sense: The number system. Menlo Park, CA: Dale Seymour Publications, 1998.

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Kliman, Marlene. Building number sense: The number system. Menlo Park, CA: Dale Seymour Publications, 1998.

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Burton, Grace M. Number sense and operations. Reston, Va: National Council of Teachers of Mathematics, 1993.

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Mary, Stroh, and Sopris West Inc, eds. TransMath: Developing number sense. Longmont, Colo: Cambium Learning/Sopris West, 2010.

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Confer, Chris. Teaching number sense, kindergarten. Sausalito, CA: Math Solutions Publications, 2005.

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Book chapters on the topic "Number sense"

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Westphal, Laurie E. "Numbers and Number Sense Menus." In Differentiating Instruction With Menus for the Inclusive Classroom Math, 57–101. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234265-6.

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Westphal, Laurie E. "Numbers and Number Sense Menus." In Differentiating Instruction With Menus Advanced-Level Menus Grades K-2, 51–82. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234494-6.

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Staves, Les. "About number sense." In Very Special Maths, 160–64. Abingdon, Oxon ; New York, NY : Routledge, 2019. Identifiers: LCCN 2018009734 (print) | LCCN 2018016944 (ebook) | ISBN 9781315638348 (eb) | ISBN 9781138195516 (hb) | ISBN 9781138195530 (pb): Routledge, 2018. http://dx.doi.org/10.4324/9781315638348-28.

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Staves, Les. "An approximate number sense." In Very Special Maths, 172–75. Abingdon, Oxon ; New York, NY : Routledge, 2019. Identifiers: LCCN 2018009734 (print) | LCCN 2018016944 (ebook) | ISBN 9781315638348 (eb) | ISBN 9781138195516 (hb) | ISBN 9781138195530 (pb): Routledge, 2018. http://dx.doi.org/10.4324/9781315638348-30.

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Thissen-Roe, Anne, and Lewis Baker. "Estimating Approximate Number Sense (ANS) Acuity." In Springer Proceedings in Mathematics & Statistics, 81–91. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74772-5_8.

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Husserl, Edmund. "The Sense of the Statement of Number." In Philosophy of Arithmetic, 169–77. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-010-0060-4_10.

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Staves, Les. "An exact number sense for small quantities." In Very Special Maths, 165–71. Abingdon, Oxon ; New York, NY : Routledge, 2019. Identifiers: LCCN 2018009734 (print) | LCCN 2018016944 (ebook) | ISBN 9781315638348 (eb) | ISBN 9781138195516 (hb) | ISBN 9781138195530 (pb): Routledge, 2018. http://dx.doi.org/10.4324/9781315638348-29.

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Serrazina, Lurdes, and Margarida Rodrigues. "Number Sense and Flexibility of Calculation: A Common Focus on Number Relations." In Mathematical Reasoning of Children and Adults, 19–40. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69657-3_2.

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Zhou, Yiwei, and Huanwen Chen. "The Role of Training in Visual Number Sense." In Advances in Intelligent Automation and Soft Computing, 681–87. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81007-8_77.

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White, Jeanne, and Linda Dauksas. "Establishing Problem-Solving Routines to Promote Number Sense." In Engaging Preschoolers in Mathematics, 23–38. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315200736-3.

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Conference papers on the topic "Number sense"

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Ambarita, Monica Roito, Wardani Rahayu, and Asep Supena. "Number Sense Ability." In ICLIQE 2020: The 4th International Conference on Learning Innovation and Quality Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3452144.3452225.

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Adkins, Amy B., and Ceci Turman. "NUMBER SENSE IPAD APPS." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2560.

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MIYAKE, KATSUYA. "COMPLEX MULTIPLICATION IN THE SENSE OF ABEL." In The 7th China–Japan Seminar on Number Theory. WORLD SCIENTIFIC, 2015. http://dx.doi.org/10.1142/9789814644938_0005.

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Niu, Zheng-Yu, Dong-Hong Ji, and Chew Lim Tan. "Partially supervised sense disambiguation by learning sense number from tagged and untagged corpora." In the 2006 Conference. Morristown, NJ, USA: Association for Computational Linguistics, 2006. http://dx.doi.org/10.3115/1610075.1610134.

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Tucker, Stephen. "Gestural Number Sense: Subitizing, Composing, Counting, and Estimating." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1885359.

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Putrawangsa, Susilahudin, Erpin Evendi, and Uswatun Hasanah. "Assessing Students’ Number Sense: What to be considered?" In International Conference on Mathematics and Islam. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008519201880197.

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Putra, Zetra Hainul, Windi Wulandari, Mahmud Alpusari, and Neni Hermita. "Developing a Dynamic Number Card Game to Support Students' Number Sense: A Preliminary Study." In 2021 1st International Conference on Technology Enhanced Learning in Higher Education (TELE). IEEE, 2021. http://dx.doi.org/10.1109/tele52840.2021.9482451.

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Zakharov, Ilya. "The Developmental Changes In Number Sense Throughout The School-Age." In ICPE 2018 - International Conference on Psychology and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.11.02.93.

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Surender, Ekta, and Koumudi Patil. "Progressive prototyping for the design of Spatial-Number Sense tools." In Design Research Society LearnXDesign 2019. Design Research Society, 2019. http://dx.doi.org/10.21606/learnxdesign.2019.01088.

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Surender, Ekta, and Koumudi Patil. "Progressive prototyping for the design of Spatial-Number Sense tools." In Design Research Society LearnXDesign 2019. Design Research Society, 2019. http://dx.doi.org/10.21606/learnxdesign.2019.14088.

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Reports on the topic "Number sense"

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Baader, Franz, Francesco Kriegel, Adrian Nuradiansyah, and Rafael Peñaloza. Repairing Description Logic Ontologies by Weakening Axioms. Technische Universität Dresden, 2018. http://dx.doi.org/10.25368/2022.238.

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The classical approach for repairing a Description Logic ontology O in the sense of removing an unwanted consequence α is to delete a minimal number of axioms from O such that the resulting ontology O´ does not have the consequence α. However, the complete deletion of axioms may be too rough, in the sense that it may also remove consequences that are actually wanted. To alleviate this problem, we propose a more gentle way of repair in which axioms are not necessarily deleted, but only weakened. On the one hand, we investigate general properties of this gentle repair method. On the other hand, we propose and analyze concrete approaches for weakening axioms expressed in the Description Logic EL.
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Emmerson, Stephen. Modulations through time. Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.530427.

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This article explores the rationale behind a performance given by the authors at the Unfolding the Process symposium held in Oslo in November 2015. For this occasion, the authors devised a new version of Bach’s Goldberg Variations that builds upon Emmerson’s arrangement of the work for two pianos in 2012. A shortened version of the work (c.30 minutes) was designed that aimed nonetheless to maintain the original work’s sense of structural balance and coherence. This version involved the transposition of a number of variations into different keys to explore the possibility of adding a satisfying tonal structure to our experience of the work, in a context where both performers see potential communicative value in 'playing with' dimensions of original masterworks with a view to giving fresh perspective to the listener experience. The article is written from the alternating perspectives of the authors; one of which is primarily concerned with the rationale and process of devising the arrangement while the other reflects upon the performative aspects and implications arising from it.
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Ripey, Mariya. NUMBERS IN THE NEWS TEXT (BASED ON MATERIAL OF ONE ISSUE OF NATIONWIDE NEWSPAPER “DAY”). Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11106.

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The article is devoted to the analysis of the digital content of publications of one issue of the daily All-Ukrainian newspaper “Den” (March 13-14, 2020). The author aims to identify the main thematic groups of digital designations, as well as to consider cases of justified and unsuccessful use of digital designations. Applying the content analysis method, the author identifies publications that contain numerical notations, determines the number of such notations and their affiliation with the main subject groups. Finds that the thematic group of digital designations “time” (58.6% of all digital designations) is much more dominant. This indicates that timing is the most important task of a newspaper text. The second largest group of digital designations is “measure” (15.8% of all digital designations). It covers dimensions and proportions, measurements of distance, weight, volume, and more. The third largest group of digital signage is money (8.2% of all digital signage), the fourth is numbering (5.2% of all digital signage), and the fifth is people (4.4% of all digital signage). The author focuses on the fact that the digits of the journalist’s text are both a source of information and a catch for the reader. Vivid indicators give the text a sense of accuracy. When referring digital data to the text, journalists must adhere to certain rules for the writing of ordinal numbers with incremental graduation; submission of dates; pointing to unique integers that are combined (or not combined) with units of physical quantities, monetary units, etc.; writing a numerator at the beginning of a sentence; unified presentation of data. This will greatly facilitate the reader’s perception of the information.
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Suh, Jooyeoun, Changa Dorji, Valerie Mercer-Blackman, and Aimee Hampel-Milagrosa. Valuing Unpaid Care Work in Bhutan. Asian Development Bank, November 2020. http://dx.doi.org/10.22617/wps200065-2.

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A growing body of scholarly literature has attempted to measure and value unpaid care work in various countries, but perhaps only the government statistical agencies in the United States and the United Kingdom have seriously undertaken periodic and systematic measures of the time spent on unpaid work at the national level, and partially incorporated those values into their gross domestic product(GDP). One country that has been ahead of its time on aspects of societal welfare measurement is Bhutan, which produces the Gross National Happiness (GNH) Index. However, until the first GNH Survey, in 2008, Bhutan did not have any sense of the size and distribution of unpaid work, despite its strong societal norms about the value of volunteering and community work. This paper is the first to estimate the value of unpaid care work in Bhutan. It shows the pros and cons of various approaches and their equivalent measures of unpaid care work as a share of GDP. As with similar studies on the topic, this paper also finds that women spend more than twice as much time as men performing unpaid care work, regardless of their income, age, residency, or number of people in the household. The paper also provides recommendations for improving the measurement of unpaid care work in Bhutan.
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Williams, Thomas. Cell Biology Board Game: Cell Survival (School Version). University of Dundee, 2022. http://dx.doi.org/10.20933/100001270.

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Cells are the smallest units of life. The environment around cells is always changing. Cells need to adapt to survive. This curriculum linked game and lesson plan introduces the world of cells to pupils 8-13. But can they keep their cells alive? This is a guide to how the cell survival resources can be used in a lesson and can be adapted as the teacher sees fit to do so. This lesson is aimed at 8-13 year olds, and fits into an hour long session. The Cell Survival Game has been adapted for both home use and for use in the classroom, and is accompanied by a series of videos. Learning Outcomes – Cells are the smallest unit of life – There are many different types of cells, and some examples of cell types – Cells experience many dangers, and some examples of dangers – How cells notice and defend themselves against dangers Links to the Curriculum – Health and Wellbeing: I am developing my understanding of the human body – Languages: I can find specific information in a straight forward text (book and instructions) to learn new things, I discover new words and phrases (relating to cells) – Mathematics: I am developing a sense of size and amount (by using the dice), I am exploring number processes (addition and subtraction) and understand they represent quantities (steps to finish line), I am learning about measurements (cell sizes) and am exploring patterns (of cell defences against dangers) – Science: I am learning about biodiversity (different types of microbes), body systems, cells and how they work. – Technology: I am learning about new technologies (used to understand how cells work).
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Shoseyov, Oded, Steven A. Weinbaum, Raphael Goren, and Abhaya M. Dandekar. Biological Thinning of Fruit Set by RNAase in Deciduous Fruit Trees. United States Department of Agriculture, August 1993. http://dx.doi.org/10.32747/1993.7568110.bard.

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Fruit thinning is a common and necessary practice for commercial fruit production in many deciduous tree fruit species. Fruit thinning in apple may be accomplished with a variety of chemical thinning agents, but the use of these chemicals is a subject of environmental concern. It has been shown recently that RNase enzyme, secreted from the stigma and the style, inhibits pollen germination and pollen tube elongation. In this study we have been able to show that Aspergillus niger B-1 RNase can effectively inhibit peach and apple pollen germination, and tube elongation in-vitro, as well as thin fruit in peach and apple, and reduce the number of seeds in citrus. The objectives of the research were to detrmine the conditions for effective thinning of (USA and Israel), develop fermentation process for cost effective production of RNase from A. niger. (Israel), and clone apple S-RNase cDNA (USA). All the objectives of the research were addressed. We have determined the optimal fermentation conditions for cost effective production of the A. niger at a 20,000 liters scale. TheA. niger B1 RNase was isolated to homogeneity and its kinetic and biochemical properties including its N-terminal sequence were fully characterized. The field test results both in Israel and California have shown variability in effectiveness and more work is needed to define the RNase concentration necessary to completely inhibit pollen development. Plant transformation vectors expressing anti-sense apple S-RNase genes were constructed (USA) with an attempt to produce self compatible transgenic apple trees. Bovine S-Protein cDNA was cloned and successfully expressed in E. coli (Israel). Plant transformation vector expressing the S-Protein gene was constructed (USA) with an attempt to produce transgenic plants expressing S-protein in the style. Exogenous application of S-peptide to these plants will result in active RNase and consequently prevention of fertilization.
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Delmer, Deborah P., and Prem S. Chourey. The Importance of the Enzyme Sucrose Synthase for Cell Wall Synthesis in Plants. United States Department of Agriculture, October 1994. http://dx.doi.org/10.32747/1994.7568771.bard.

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The goal of this work was to understand the role of the enzyme sucrose synthase (SuSy) in synthesis of cellulose and callose in plants. The work resulting from the this grant leads to a number of conclusions. SuSy clearly plays diverse roles in carbon metabolism. It can associate with the plasma membrane of cells undergoing rapid cellulose deposition, such as cotton fibers, developing maize endosperm, gravistimulated pulvini, and transfer cells of the cotton seed. It is also concentrated at sites of high callose deposition (tapetal cells; cell plates). When SuSy levels are lowered by mutation or by anti-sense technology, cell walls undergo degeneration (maize endosperm) and show reduced levels of cellulose (potato tubers). In sum, our evidence has very much strengthened the concept that SuSy does function in the plasma membrane to channel carbon from sucrose via UDP-glucose to glucan synthase complexes. Soluble SuSy also clearly plays a role in providing carbon for starch synthesis and respiration. Surprisingly, we found that the cotton seed is one unique case where SuSy apparently does not play a role in starch synthesis. Current evidence in sum suggests that no specific SuSy gene encodes the membrane-associated form, although in maize the SS 1 form of SuSy may be most important for cell wall synthesis in the early stages of endosperm development. Work is still in progress to determine what does control membrane localization - and the current evidence we have favors a role for Ca2+, and possibly also protein phosphorylation by differentially regulated protein kinases. Finally, we have discovered for the first time, a major new family of genes that encode the catalytic subunit of the cellulose synthase of plants - a result that has been widely cited and opens many new approaches for the study of this important plant function.
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Mawassi, Munir, Baozhong Meng, and Lorne Stobbs. Development of Virus Induced Gene Silencing Tools for Functional Genomics in Grapevine. United States Department of Agriculture, July 2013. http://dx.doi.org/10.32747/2013.7613887.bard.

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Grapevine is perhaps the most widely grown fruit crop. To understand the genetic make-up so as to improve the yield and quality of grapes and grape products, researchers in Europe have recently sequenced the genomes of Pinot noir and its inbred. As expected, function of many grape genes is unknown. Functional genomics studies have become the major focus of grape researchers and breeders. Current genetic approaches for gene function studies include mutagenesis, crossing and genetic transformation. However, these approaches are difficult to apply to grapes and takes long periods of time to accomplish. It is thus imperative to seek new ways for grape functional genomics studies. Virus-induced gene silencing (VIGS) offers an attractive alternative for this purpose and has proven highly effective in several herbaceous plant species including tomato, tobacco and barley. VIGS offers several advantages over existing functional genomics approaches. First, it does not require transformation to silence a plant gene target. Instead, it induces silencing of a plant gene through infection with a virus that contains the target gene sequence, which can be accomplished within a few weeks. Second, different plant genes can be readily inserted into the viral genome via molecular cloning and functions of a large number of genes can be identified within a short period of time. Our long-term goal of this research is to develop VIGS-based tools for grapevine functional genomics, made of the genomes of Grapevine virus A (GVA) from Israel and Grapevine rupestris stem pitting-associated virus (GRSPaV) from Canada. GVA and GRSPaV are members of the Flexiviridae. Both viruses have single-stranded, positive sense RNA genomes, which makes them easy to manipulate genetically and excellent candidates as VIGS vectors. In our three years research, several major breakthroughs have been made by the research groups involved in this project. We have engineered a cDNA clone of GVA into a binary vector that is infectious upon delivery into plantlets of micropropagated Vitis viniferacv. Prime. We further developed the GVA into an expression vector that successfully capable to silence endogenous genes. We also were able to assemble an infectious full-length cDNA clones of GRSPaV. In the following sections Achievements and Detailed description of the research activities, we are presenting the outcome and results of this research in details.
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Ruosteenoja, Kimmo. Applicability of CMIP6 models for building climate projections for northern Europe. Finnish Meteorological Institute, September 2021. http://dx.doi.org/10.35614/isbn.9789523361416.

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In this report, we have evaluated the performance of nearly 40 global climate models (GCMs) participating in Phase 6 of the Coupled Model Intercomparison Project (CMIP6). The focus is on the northern European area, but the ability to simulate southern European and global climate is discussed as well. Model evaluation was started with a technical control; completely unrealistic values in the GCM output files were identified by seeking the absolute minimum and maximum values. In this stage, one GCM was rejected totally, and furthermore individual output files from two other GCMs. In evaluating the remaining GCMs, the primary tool was the Model Climate Performance Index (MCPI) that combines RMS errors calculated for the different climate variables into one index. The index takes into account both the seasonal and spatial variations in climatological means. Here, MCPI was calculated for the period 1981—2010 by comparing GCM output with the ERA-Interim reanalyses. Climate variables explored in the evaluation were the surface air temperature, precipitation, sea level air pressure and incoming solar radiation at the surface. Besides MCPI, we studied RMS errors in the seasonal course of the spatial means by examining each climate variable separately. Furthermore, the evaluation procedure considered model performance in simulating past trends in the global-mean temperature, the compatibility of future responses to different greenhouse-gas scenarios and the number of available scenario runs. Daily minimum and maximum temperatures were likewise explored in a qualitative sense, but owing to the non-existence of data from multiple GCMs, these variables were not incorporated in the quantitative validation. Four of the 37 GCMs that had passed the initial technical check were regarded as wholly unusable for scenario calculations: in two GCMs the responses to the different greenhouse gas scenarios were contradictory and in two other GCMs data were missing from one of the four key climate variables. Moreover, to reduce inter-GCM dependencies, no more than two variants of any individual GCM were included; this led to an abandonment of one GCM. The remaining 32 GCMs were divided into three quality classes according to the assessed performance. The users of model data can utilize this grading to select a subset of GCMs to be used in elaborating climate projections for Finland or adjacent areas. Annual-mean temperature and precipitation projections for Finland proved to be nearly identical regardless of whether they were derived from the entire ensemble or by ignoring models that had obtained the lowest scores. Solar radiation projections were somewhat more sensitive.
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Harman, Gary E., and Ilan Chet. Enhancement of plant disease resistance and productivity through use of root symbiotic fungi. United States Department of Agriculture, July 2008. http://dx.doi.org/10.32747/2008.7695588.bard.

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The objectives of the project were to (a) compare effects ofT22 and T-203 on growth promotion and induced resistance of maize inbred line Mol7; (b) follow induced resistance of pathogenesis-related proteins through changes in gene expression with a root and foliar pathogen in the presence or absence of T22 or T-203 and (c) to follow changes in the proteome of Mol? over time in roots and leaves in the presence or absence of T22 or T-203. The research built changes in our concepts regarding the effects of Trichoderma on plants; we hypothesized that there would be major changes in the physiology of plants and these would be reflected in changes in the plant proteome as a consequence of root infection by Trichoderma spp. Further, Trichoderma spp. differ in their effects on plants and these changes are largely a consequence of the production of different elicitors of elicitor mixtures that are produced in the zone of communication that is established by root infection by Trichoderma spp. In this work, we demonstrated that both T22 and T-203 increase growth and induce resistance to pathogens in maize. In Israel, it was shown that a hydrophobin is critical for root colonization by Trichoderma strains, and that peptaibols and an expansin-like protein from Ttrichoderma probably act as elicitors of induced resistance in plants. Further, this fungus induces the jasmonate/ethylene pathway of disease resistance and a specific cucumber MAPK is required for transduction of the resistance signal. This is the first such gene known to be induced by fungal systems. In the USA, extensive proteomic analyses of maize demonstrated a number of proteins are differentially regulated by T. harzianum strain T22. The pattern of up-regulation strongly supports the contention that this fungus induces increases in plant disease resistance, respiratory rates and photosynthesis. These are all very consistent with the observations of effects of the fungus on plants in the greenhouse and field. In addition, the chitinolytic complex of maize was examined. The numbers of maize genes encoding these enzymes was increased about 3-fold and their locations on maize chromosomes determined by sequence identification in specific BAC libraries on the web. One of the chitinolytic enzymes was determined to be a heterodimer between a specific exochitinase and different endochitinases dependent upon tissue differences (shoot or root) and the presence or absence of T. harzianum. These heterodimers, which were discovered in this work, are very strongly antifungal, especially the one from shoots in the presence of the biocontrol fungus. Finally, RNA was isolated from plants at Cornell and sent to Israel for transcriptome assessment using Affymetrix chips (the chips became available for maize at the end of the project). The data was sent back to Cornell for bioinformatic analyses and found, in large sense, to be consistent with the proteomic data. The final assessment of this data is just now possible since the full annotation of the sequences in the maize Affy chips is just now available. This work is already being used to discover more effective strains of Trichoderma. It also is expected to elucidate how we may be able to manipulate and breed plants for greater disease resistance, enhanced growth and yield and similar goals. This will be possible since the changes in gene and protein expression that lead to better plant performance can be elucidated by following changes induced by Trichoderma strains. The work was in, some parts, collaborative but in others, most specifically transcriptome analyses, fully synergistic.
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