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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.
Pełny tekst źródłaAs 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.
Moomaw, Sally Coup. "Measuring Number Sense in Young Children". University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1204156224.
Pełny tekst źródłaForslund, 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.
Pełny tekst źródłaMellott, 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.
Pełny tekst źródłaHanrahan, Frances M., i 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.
Pełny tekst źródłaHanrahan, 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.
Pełny tekst źródła"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.
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.
Pełny tekst źródłaMathews, 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/.
Pełny tekst źródłaHarris, 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.
Pełny tekst źródłaO'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/.
Pełny tekst źródłaCheung, Siu-pun, i 張兆斌. "The effective use of number sense for assisting students with learningdifficulties". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40039924.
Pełny tekst źródłaCourtney-Clarke, Magret Anna Eugenie. "Exploring the number sense of final year primary pre-service teachers". Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/19943.
Pełny tekst źródłaENGLISH ABSTRACT: This study explored the number sense of 47 final year primary school pre-service teachers in Namibia and was motivated by the poor performance of Namibian primary school learners in both national and international standardised assessment tests. The literature review revealed that learner performance is linked to teacher subject knowledge (Ball, 1990, Ma, 1999) and that teachers’ confidence in doing and teaching mathematics influences the way they teach and their willingness to learn mathematics (Ball, 1990; Graven 2004). Number sense studies of pre-service teachers (Kaminski, 1997; Tsao, 2004; Veloo, 2010; Yang, Reys & Reys, 2009) have indicated that the development of number sense should be a focus of primary pre-service teacher education. The data in this mixed method research design were obtained from a Number Sense Questionnaire, a Written Computations Questionnaire and a Mental Calculations Questionnaire. These questionnaires were adapted from instruments developed by Professor Der-Ching Yang for 6th and 8th grade learners in Taiwan. Teacher confidence was measured by the McAnallen Confidence in Mathematics and Mathematics Teaching Survey. Six randomly selected pre-service teachers were interviewed to determine their use of number-sensible strategies. The correlation analysis shows a strong relationship between number sense and mental calculations; between number sense and confidence in both the ability to do and the ability to teach mathematics and between mental and written calculations. The overall results of this study reveal that the final year primary pre-service teachers demonstrate limited number sense and possess very few of the indicators of number sense that were described by Kalchman, Moss and Case (2001). The findings expose a lack of conceptual understanding of the domain numbers and operations, particularly in the domain of rational numbers and the operations of multiplication and division. The pre-service teachers have little or no access to a variety of flexible number-sensible strategies to solve problems and calculate mentally. They lack the fluency in basic facts and procedures to perform written calculations efficiently and correctly. Unexpectedly, the analysis of the confidence survey shows that they are confident in both their ability to do mathematics and their ability to teach mathematics. It is recommended that mental calculations and computational estimation should become a focus of primary school mathematics education. Institutions responsible for teacher training should develop the number sense of pre-service teachers and research effective and long-term professional development programmes. The confidence and willingness of the teachers to learn can be used as an important resource.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die getalbegrip van 47 finale jaar primêre skool voordiens-onderwysers in Namibië en is gemotiveer deur die swak prestasie van die Namibiese primêre skool leerlinge in beide nasionale en internasionale gestandaardiseerde assesseringstoetse. Die literatuurstudie het aan die lig gebring dat leerlinge se prestasie gekoppel is aan onderwyservakkennis (Ball, 1990, Ma, 1999) en dat onderwysers se vertroue in hulle vermoë om wiskunde te doen en te onderrig, die manier waarop hulle onderrig en hul bereidwilligheid om wiskunde te leer beïnvloed (Ball, 1990, Graven 2004 ). Studies van voordiens primêre onderwysers se getalbegrip (Kaminski, 1997; Tsao, 2004; Veloo, 2010; Yang, Reys & Reys, 2009) toon dat die ontwikkeling van getalbegrip 'n fokus van primêre voordiensonderwyseropleiding behoort te wees. Die data in hierdie gemengde metode navorsing is verkry uit 'n Getalbegrip, 'n Skriftelike Berekeninge en 'n Hoofrekene Vraelys. Hierdie vraelyste is gebaseer op die instrumente wat ontwikkel is deur Professor Der-Ching Yang vir graad 6 en 8 leerlinge in Taiwan. Onderwyservertroue is gemeet deur die McAnallen Confidence in Mathematics and Mathematics Teaching Survey. Ses ewekansig geselekteerde voordiens-onderwysers is ondervra om te bepaal watter sinvolle strategieë hulle gebruik om vrae oor getalbegrip te beantwoord. Die korrelasie-analise toon 'n sterk verband tussen getalbegrip en hoofrekene; tussen getalbegrip en vertroue in die vermoë om wiskunde te doen en te leer, en tussen vermoë om hoofrekene en skriftelike bewerkinge te doen. Die algehele resultate van hierdie studie dui daarop dat die finale jaar primêre voordiens-onderwysers oor beperkte getalbegrip en baie min van die aanwysers van getalbegrip wat deur Kalchman, Moss en Case (2001) beskryf is, beskik. Die bevindinge toon ‘n gebrek aan begrip van die domein van getalle en bewerkings, veral in die domein van rasionale getalle en die bewerkings vermenigvuldiging en deling. Die voordiens-onderwysers beskik oor min of geen soepel strategieë om probleme op te los en hoofrekene te doen nie. Hulle beskik nie oor die vlotheit in basiese feite en bewerkings om skriftelike berekeninge doeltreffend en korrek uit te voer nie. Die vertroue wat voordiens-onderwysers uitgespreek het in hulle vermoë om wiskunde te doen en onderrig staan in sterk teenstelling met hierdie bevindige. Dit word aanbeveel dat hoofrekene en skatting 'n fokus van primêre skool wiskunde-onderwys behoort te wees. Instansies gemoeid met onderwyseropleiding behoort die getalbegrip van voordiensonderwysers te onwikkel en navorsing te doen oor effektiewe en lang-termyn programme vir professionele ontwikkeling. Onderwysers se vertroue en bereidwilligheid om te leer kan as 'n belangrike hulpbron gebruik word.
Turvill, Rebecca Anne. "How are young children developing number sense, post national numeracy strategy". Thesis, Brunel University, 2016. http://bura.brunel.ac.uk/handle/2438/13798.
Pełny tekst źródłaAndersson, Carina. "Taluppfattning : En undersökning av elevers förståelse av decimaltal". Thesis, Linköping University, Department of Mathematics, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-5820.
Pełny tekst źródłaI detta examensarbete har jag studerat hur elever i år 6 tänker vid decimalform inom taluppfattningens område. Begreppet taluppfattning är ett mycket brett område där det dessutom finns många olika uppfattningar om vad som ingår i begreppet. Därför har jag fokuserat mitt arbete på övergången från heltal till decimaltal. Syftet med undersökningen är att belysa vikten av att lärare har goda matematiska och metodiska kunskaper, hur elever utvecklar sin taluppfattning och förhoppningsvis ge lite tips och idéer som kan användas i undervisningen med elever. Studien omfattar en litteraturgenomgång som behandlar begreppet taluppfattning där jag delat upp kapitlet i tre underrubriker: Vad innebär det att elever har en grundläggande taluppfattning? Hur utvecklar elever en god taluppfattning? Vilka speciella svårigheter finns vid övergången från heltal till decimaltal? Under metoddelen skriver jag om hur pilot- och huvudundersökningen gjordes innan läsaren får ta del av undersökningarnas resultat. Resultatet av undersökningen är att många elever har svårt för övergången från heltal till decimaltal. Det finns tre moment i förståelsen av positionssystemet som tycks orsaka större svårigheter och det är platssiffrans värde, multiplikation med tal mindre än ett och uppskattning av rimligheten av svaret i en beräkning. Uppsatsen innehåller också ett avsnitt om vad vi lärare kan göra för att underlätta elevers förståelse för övergången från heltal till decimaltal.
Hanrahan, Frances May. "Number sense or no sense: Pre-service teachers learning and understanding the mathematics they are required to teach". Thesis, Australian Catholic University, 2002. https://acuresearchbank.acu.edu.au/download/a6472bad472e43ca5e5c199bffda69e711e1e6d893055c402bd7f3ea8730fd1b/2215394/64903_downloaded_stream_128.pdf.
Pełny tekst źródłaCheung, Siu-pun. "The effective use of number sense for assisting students with learning difficulties". Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40039924.
Pełny tekst źródłaMoss, Joan. "Developing children's rational number sense, a new approach and an experimental program". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0026/MQ51566.pdf.
Pełny tekst źródłaJohansson, Karin. "Med perspektiv på taluppfattning : Studie om lärares arbete med elever i svårigheter med grundläggande taluppfattning". Thesis, Umeå University, Department of Science and Mathematics Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-32141.
Pełny tekst źródłaEn god taluppfattning är grunden till matematisk förståelse som eleven skall bygga sina kunskaper på. Utan en god grund i taluppfattning uppstår svårigheter för den undervisning som lärare vill åstadkomma i skolan. Ett vidare begrepp av taluppfattning är number sense som är en känsla för talens storlek och rimligheten i matematikuppgifter. Syftet är att undersöka hur lärare arbetar med matematiksvårigheter inom området taluppfattning för att utveckla elevens lärande. Undersökningen beskriver hur lärare identifierar elever i matematiksvårigheter med tanke på grundläggande taluppfattning. Detta gjordes genom kvalitativa undersökningar i form av intervjuer samt studier av åtgärdsprogram gällande hur lärare identifierar problemen. Informanterna är sex yrkesverksamma lärare med olika matematiska utbildningar inom grundskolans årskurser. Det framkom att den vanligaste åtgärden enligt åtgärdsprogram var arbete i liten grupp, vilket enligt forskning är en handling som inte gynnar eleven, om undervisningen är oförändrad. Däremot ansåg flesta lärare att den bästa metoden för att både upptäcka och avhjälpa svårigheter med taluppfattning var resonemang i matematik med eleven. Brist på resurser gjorde att detta var svårt att organisera. Lärare angav tidbrist som orsak till att kartläggningar av elevers behov saknades i de flesta underlag till åtgärdsprogram.
Kunert, Rachel. "Number Sense Intervention: A Comparison of a Packaged Program and a Research-Based Strategy". University of Dayton / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1405513267.
Pełny tekst źródłaLeung, Yun-hing. "The relationship between numerical estimation and number sense in students' learning of mathematics". Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40040173.
Pełny tekst źródłaLeung, Yun-hing, i 梁潤興. "The relationship between numerical estimation and number sense in students' learning of mathematics". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40040173.
Pełny tekst źródłaPerkins, Allison L. "EXAMINING THE EFFECTS OF A FRACTION INTERVENTION ON SIXTH GRADESTUDENTS RATIONAL NUMBER SENSE". Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1495632664241827.
Pełny tekst źródłaMcIntosh, Brinley Rachel. "Using computer assisted instruction to build fluency in multiplication : implications for the relationship between different core competencies in mathematics". Thesis, University of Canterbury. School of Educational Studies and Human Development, 2014. http://hdl.handle.net/10092/10477.
Pełny tekst źródłaGrönlund, Elin, i Hanna Nordström. "Den viktiga taluppfattningen - En studie om lärares undervisning för att stärka elevers taluppfattning". Thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-172901.
Pełny tekst źródłaBriand-Newman, Hannah. "Teacher perceptions of their professional knowledge, learning and practice: Insights into early number sense pedagogy". Thesis, The University of Sydney, 2019. https://hdl.handle.net/2123/21614.
Pełny tekst źródłaShumway, Jessica F. "A Counting-Focused Instructional Treatment for Developing Number System Knowledge in Second-Grade: A Mixed Methods Study on Children's Number Sense". DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/4954.
Pełny tekst źródłaAzizifarsani, Sahar, i Evelina Söderberg. "Grundläggande taluppfattning : Metoder som gynnar lågpresterande elevers grundläggande taluppfattning". Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-144355.
Pełny tekst źródłaMacken, Wendy. "Utilizing the empty number line to facilitate sense making in the mental math classroom". Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/46456.
Pełny tekst źródłaDunphy, Elizabeth. "An exploration of young children's number sense on entry to primary school in Ireland". Thesis, Open University, 2006. http://oro.open.ac.uk/49167/.
Pełny tekst źródłaBetenson, Julie. "Mathematics at your fingertips : an intervention study using fingers and games to improve number sense". Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.688347.
Pełny tekst źródłaTosto, Maria. "The aetiology of the number sense and its relationship with mathematics : a genetically sensitive investigation". Thesis, Goldsmiths College (University of London), 2012. http://research.gold.ac.uk/9150/.
Pełny tekst źródłaBjörkström, Angela. "Is it all in their heads? : A study of the strategies used in mental arithmetic by Swedish pupils in their last years of the obligatory school and in the upper secondary school". Thesis, Mälardalen University, School of Education, Culture and Communication, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-4615.
Pełny tekst źródłaCompetence in mental arithmetic is recognised by many as essential to be active participants in the fast flowing, high technological society we live in today. Many have noticed pupils’ unwillingness to set their calculators aside and practice this aspect of mathematics when possible. Furthermore, some studies show that pupils’ ability to compute mentally deteriorates as they pass through the school system. Through testing classes in a Swedish obligatory school and an upper secondary school, the aim of this thesis is to see if the goals set by The National [Swedish] Agency for Education regarding mental arithmetic, are being fulfilled. Through using questionnaires to collect the strategies and ideas of the pupils, a wide range of problematic mathematical misconceptions became evident. These are highlighted since they are important aspects teachers should be aware of. The results of this study show that the obligatory school classes are far from reaching the goals set for them whereas the upper secondary classes show good results. Furthermore, there is an apparent improvement in their progression, resulting in a fulfilment the official goals. Many pupils however, seem reluctant to rely on their mental arithmetic capabilities and resort to algorithmic strategies. Other problems to emerge are in carrying out table calculations and in a lack of number sense when deeming if the answers are reasonable.
Lopes, Ana Paula. "Desenvolvimento do sentido de número no ensino básico: um estudo no sétimo ano de escolaridade". Master's thesis, Universidade de Évora, 2010. http://hdl.handle.net/10174/20773.
Pełny tekst źródłaMerkley, Rebecca. "Beyond number sense : contributions of domain-general processes to the development of numeracy in early childhood". Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:fec8b13e-0693-4c5b-ac0b-759dd6595db8.
Pełny tekst źródłaOwens, Rick. "A number sense approach to written calculation: Exploring the effects in the middle years of schooling". Thesis, Australian Catholic University, 2012. https://acuresearchbank.acu.edu.au/download/5f6d90fdac781dc0b71033c0ed6b5e47aef60d621db25305f8c4323c324bee07/1610774/Owens_2012_A_number_sense_approach_to_written.pdf.
Pełny tekst źródłaEnoma, Agbon Osa Stephen. "Understanding the Number Sense Competence of High School Students with Borderline, Mild and Moderate Intellectual Disabilities". Thesis, Curtin University, 2017. http://hdl.handle.net/20.500.11937/57126.
Pełny tekst źródłaADRIANO, ANDREA. "Visual Illusions and Fourier analysis as psychophysical tools to support the existence of the Number Sense". Doctoral thesis, Università degli Studi di Milano-Bicocca, 2022. http://hdl.handle.net/10281/379213.
Pełny tekst źródłaThe natural environment in which animals are forced to survive shapes their brain and the way in which they behave to adapt and overcome natural pressures. These selective pressures may have determined the emergence of an evolutionary ancient neural system suited to rapidly extract abstract information from collections, such as their numerosity, to take informed decisions pivotal for survivance and adaptation. The “Number Sense” theory represents the most influential neural model accounting for neuropsychological and psychophysical evidence in humans and animals. However, this model is still largely debated because of the methodological difficulties in isolating neural signals related to “discrete” (i.e., the real number of objects in a collection) abstract numerosity processing from those related to other features correlated or confounded with numerosity in the raw sensory input (e.g., visual area, density, spatial frequency, etc). The present thesis aimed to investigate which mechanisms might be at the basis of visual numerosity representations, overcoming the difficulties in isolating discrete from continuous features. After reviewing the main theoretical models and findings from the literature (Chapter 1 and 2), in the Chapter 3 we presented a psychophysical paradigm in which Kanizsa-like illusory contours (ICs) lines were used to manipulate the connectedness (e.g., grouping strength) of the items in the set, controlling all the continuous features across connectedness levels. We showed that numerosity was underestimated when connections increased, suggesting that numerosity relies on segmented perceptual objects rather than on raw low-level features. In Chapter 4, we controlled for illusory brightness confounds accompanying ICs. Exploiting perceptual properties of the reverse-contrast Kanizsa illusion, we found that underestimation was insensitive to inducer contrast direction, suggesting that the effect was specifically induced by a sign invariant boundary grouping and not due to perceived brightness confounds. In Chapter 5, we concurrently manipulated grouping with ICs lines and the perceived size of the collections using classic size illusions (Ponzo Illusion). By using a combination of visual illusions, we showed that numerosity perception is not based on perceived continuous cues, despite continuous cue might affect numerical perception. In Chapter 6 we tackled the issue with a direct physical approach: using Fourier analysis to equalize spatial frequency (SF) in the stimuli, we showed that stimulus energy is not involved in numerosity representation. Rather segmentation of the items and perceptual organization explained our main findings. In Chapter 7 we also showed that the ratio effect, an important hallmark of Weber-like encoding of numerical perception, is not primarily explained by stimulus energy or SF. Finally, in Chapter 8, we also provided the first empirical evidence that non-symbolic numerosity are represented spatially regardless of the physical SF content of the stimuli. Overall, this thesis strongly supports the view that numerosity processing is not merely based on low-level features, and rather strongly suggests that discrete information is at the core of the Number Sense.
Dervisevic, Edina, i Nadia Tamar. "Taluppfattningens och tallinjens betydelse i matematiken för årskurserna 1-6. : En kvalitativ studie om lärares uppfattningar om taluppfattningen och tallinjen i matematikundervisningen". Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-48910.
Pełny tekst źródłaThe purpose of this study is to find out how teachers in grades 1–6 describe the concepts number line and speech perception, and how they use the number line in mathematics teaching to develop student speech perception. The study is based on a qualitative study with semi structured interviews. We chose to interview seven informants with the same professions. The study's results show that all teachers describe that speech perception is about understanding the number line, the value of the speech, what is bigger and smaller, understanding the size and so on. Further in the results, it is shown that the number line is shown as a good tool in teaching which is linked among other things such as the ruler. The number line means that the students develop a good speech perception, they can discover more of the concrete for example through activities in the classroom. The results also show that all teachers mention that students without the basic knowledge for a good speech perception will encounter difficulties in the subject of mathematics. The study's conclusion becomes that students must have a good speech perception on the basis of the different bases in order to then be able to operate with the four methods of calculation together with the tool number line. This means that the number line helps students gain a greater understanding of speech.
Hebe, Gasenakeletso Ennie. "Investigating Grade 3 learners’ changing mathematical proficiency in a maths club programme focused on number sense progression". Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/62200.
Pełny tekst źródłaChien, Hung-Chin, i 簡宏晉. "The Study of Six Elementary School Teachers’ Number Sense Performance and Perception about Number Sense". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/02132123560185703350.
Pełny tekst źródła國立嘉義大學
數學教育研究所(Graduate Institute of Mathematic Educa
98
The purposes of this study were to examine six elementary school teachers’ number sense performance when solving number sense related problems and their perceptions about number sense. The researcher designed the number sense tasks and related perception questions as the instruments via the semi-structured interview to collect data. The interview results indicated that: The results of teachers’ number sense performance showed that the participants have poor insight on numerical relations and do not perform well on the use of number sense methods. Moreover, the proportion on the use of rule-based methods was lower than the number sense methods. This demonstrated that participants were not limited by the rule-based methods comparatively. In addition, the number sense performance showed that participants who are not majored in mathematics have higher frequency on using number sense methods than participants majored in mathematics. However, the participants majored in mathematics showed that they have higher efficiency on using number sense methods to solve problems. The results of teachers’ perceptions about number sense showed that all the participants showed the positive influence on number sense to the mathematics learning. Furthermore, based on the understanding of the positive effects on number sense, five out of six of the participants expressed willingness to teach number sense in mathematics classes. However, referring to the number sense teaching, the participants concerned about the content of teaching materials and time limits of teaching hours. In addition, the results of interviews also indicated that there is a concern that the number sense was lacking publicity and therefore it is not emphasized by the educators in here.
Sood, Sheetal Kern Lee Jitendra Asha K. Hojnoski Robin Manz Patricia. "Teaching number sense: Examining the effects of number sense instruction on mathematics competence of kindergarten students". 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3373089.
Pełny tekst źródłaHshu, Ching-Yang, i 許清陽. "The Study of Elementary Students’ Number Sense Theoretical Model Construction and Computerized Number Sense Diagnostic Test System". Thesis, 2006. http://ndltd.ncl.edu.tw/handle/27135988546651727957.
Pełny tekst źródła國立高雄師範大學
教育學系
94
The main purpose of this study is to construct the theoretical model of number sense and to develop “Computerized Number Sense Diagnostic Test System” in order to understand the general situation of sixth graders in number sense performance as well as to further analyze the error types and misconception of the subjects. This study firstly selected 539 sixth graders from southern counties and cities for computerized online test to construct the reliability and the validity of number sense diagnostic test. Then, 3,462 sixth graders from 22 counties and cities from Taiwan island were selected for computerized online test to construct number sense theoretical model and to understand the general conditions of sixth graders in number sense performance. The data was then used to further analyze the frequent error type and misconception of the students in number sense diagnostic test. Data collection and statistical analyses of this study are concluded as the following: 1.The test of goodness of fit for “Elementary Students Number Sense Theoretical Model” adopts the three standards suggested by Bagozzi and Yi (1988): preliminary fit criteria, overall model fit, and fit of internal structure of model. The three models were used in assessment and results revealed that besides those indexes which are easily affected by samples, all other indexes conformed to the assessment standards. This shows that “Elementary Students Number Sense Theoretical Model” is perfectly appropriate. 2.In the analysis of number sense differences among the students from various backgrounds, school scales and father’s education level show significant differences while gender shows no significant difference. In the correlation test between number sense and mathematics achievement, there were only 6 out of 64 schools failed to reach 0.05 significance level. Most of the students show significant relation between number sense and mathematics achievement. 3.Computerized number sense diagnostic test system can provide PR value for the test and it also possesses the function in diagnosing error type and misconception. The subjects get to know their own PR value immediately after the online computer test. With this, the students learn about their relative position in the group and aware of their own strengths and weaknesses of number sense. Besides, computerized number sense diagnostic test system also provides the subjects with their error types and misconception so that the subjects can do self-review for improvement. Moreover, teachers can carry out remedial teaching base on the diagnostic results. Base on the findings, this study proposes suggestions to school teachers and further studies respectively.
Chih-I-Lin i 林姿飴. "Development of a Computerized Number Sense Scale for the 5th Graders and their Performance on Number Sense". Thesis, 2005. http://ndltd.ncl.edu.tw/handle/06141069439855392052.
Pełny tekst źródła國立嘉義大學
數學教育研究所
93
To examine the the 5th grade students’ performance on number sense, a cmputerized number sense scale was developed. On-line field test data from public elementary school kids ( N=1212) were analyzed using SPSS and AMOS. Based on the data analysis, the major findings of the study are summarized as follows: 1. The computerized number sense test, developed for students just completing the 5th grade’s math, is empirically reliable and substantially valid. Cronbach’s α coefficient of the scale was .8696 and its construct reliability was .916 and the reliability of test and re-test was.832. 2. The CFA results show that the four-factor number sense model fits better then the proposed 5-factor model. 3. The newly-established 4-factor model includes a new component named as “the relationship of number and operation” and excludes one of the proposed factors called “the relative effect of operation on numbers”. Also, the fifth factor named “understanding the basic number meanings” is highly correlated with the other four factors and thus eliminated from the model. This demonstrates both a qualitative and quantitative change in students’ number sense development. 4. There is a statistically significant difference between the number sense components. The students perform best on “recognizing the number size” and perform worst on “judging the rationality of computational results”. This finding is consistent with previous studies of Hsu (2001) and Li (2004). It shows that students in Taiwan seem quite weak on judging the rationality of computational results.0 5. In spite of merely a small effect size found, the female students, on average, have higher scores on recognizing the number size than the male students. 6. Students’ mathematics achievements were significantly correlated with number sense.
Li, Wei-Jin, i 李威進. "A Study of Computerized Number Sense Test for the 1-3 Graders and their Number Sense Development". Thesis, 2004. http://ndltd.ncl.edu.tw/handle/64136705480170913265.
Pełny tekst źródła國立嘉義大學
數學教育研究所
92
The major purposes of this study were to design a computerized number sense test for the 1-3 graders and to investigate their number sense development. In order to investigate the reliability and validity of the newly-developed number sense test, 808 fourth graders from public primary school in Taiwan were selected and participated this on-line number sense test. Based on the statistical analysis, the results of this study indicated: 1. Construct reliability and validity for the first-stage computerized number sense test is very good. 2. There are five major components in the number sense test. 3. There is a significant difference among the number sense components for the fourth graders. This result also indicates the practical value for application due to its medium effect size. 4. There is a significant statistical difference between male and female, yet the practical value of this difference in the real world is not useful due to the small effect size. Finally, this study proposed several suggestions to teachers and researchers based on the research conclusions.
DeWind, Nicholas Kurshan. "The Neural Basis of the Number Sense". Diss., 2014. http://hdl.handle.net/10161/9417.
Pełny tekst źródłaThe ability to enumerate approximately without counting is an evolutionarily ancient and developmentally early core cognitive ability known as the "number sense". We use the number sense when we estimate a number without counting individual items, as when we guess the number of people in a crowded room. The number sense is theorized to form an instinctual building block upon which we create the conceptual structures of mathematics. This dissertation addresses three research questions regarding the number sense.
The first is the question of whether the number sense is malleable, and if so, what are the neural correlates of malleability. In Chapter 2 we gave adults number sense training, which we found improved the accuracy of numerical estimation. In Chapter 4 we recorded from single neurons in monkeys while they viewed arrays of items on a computer screen. Similar recordings have been made previously, but usually using monkeys that were trained to discriminate sets based on number. Recordings in trained animals demonstrated that individual neurons in the monkey's brain track the number of items in a set. We reasoned that if the neural correlates of the number sense were altered by the training experience, then we would get different results in untrained monkeys. We did find neurons encoding numerical information in untrained monkeys, but at lower rates than described previously. Thus, we demonstrated that the number sense can improve with experience, and our data suggest that changes in the proportion of neurons encoding number may subserve this improvement.
The second question is how to resolve the problem of stimulus control in laboratory tests of the number sense. Typically, number sense function is assessed by presenting arrays of dots on a computer screen. In such stimuli, however, non-numerical features necessarily covary with numerical features. By counter-balancing different stimulus conditions, it is possible to determine if number and not some other feature is influencing a dependent measure. In Chapter 3, we develop a technique to go further and determine which of eleven stimulus features is influencing a dependent measure.
The third question is whether the intraparietal sulcus (IPS), a brain area known to be engaged during numerical cognition, is specialized for it. To address this question, we apply the technique developed in Chapter 3 to the neural data recorded from monkeys in Chapter 4. We show that the IPS does contain number neurons; however, it also contains neurons that encode many other features in equal proportion, indicating that it is not specialized for number. In Chapter 5, we use drugs injected into the IPS to reversibly inactivate it. We found that after IPS inactivation, performance on a numerical discrimination task was impaired but no more so than a color discrimination control task. Again, our data do not support the theory that the IPS is specialized for numerical processing.
Dissertation
Yang, Tsang-I., i 楊璨伊. "Number sense and foraging decision in cuttlefish". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/18707779236385878105.
Pełny tekst źródła國立清華大學
系統神經科學研究所
104
Identifying the amount of prey available is an important part of an animal’s foraging behavior. The risk-sensitive foraging theory predicts that an organism’s foraging decisions with regard to food rewards depend upon its satiation level. However, the precise interaction between optimal risk-tolerance and satiation level remains unclear. In the present study, we examined, firstly, whether cuttlefish, with one of the most highly evolved nervous system among the invertebrates, have number sense, and secondly, whether their valuation of food reward is satiation state-dependent. When food such as live shrimps is present, without training, cuttlefish turn toward the prey and initiate seizure behavior. Using this visual attack behavior as a measure, cuttlefish showed a preference for a larger quantity when faced with two-alternative forced choice tasks (1 vs. 2, 2 vs. 3, 3 vs. 4, and 4 vs. 5). However, cuttlefish preferred the small quantity when the choice was between one live and two dead shrimps. More importantly, when the choice was between one large live shrimp and two small live shrimps (a prey size and quantity trade-off), the cuttlefish chose the large single shrimp when they felt hunger, but chose the two smaller prey when they were satiated. These results demonstrate that cuttlefish are capable of number discrimination and that their choice of prey number depends on the quality of the prey and on their appetite state. The findings also suggest that cuttlefish integrate both internal and external information when making a foraging decision and that the cost of obtaining food is inversely correlated with their satiation level, a phenomenon similar to the observation that metabolic state alters economic decision-making under risk among humans.
irene, togoli. "The number sense in the human brain". Doctoral thesis, 2018. http://hdl.handle.net/2158/1119013.
Pełny tekst źródłaHsu, Chun-Jen, i 徐俊仁. "A study of developing sixth-graders'' number sense". Thesis, 2001. http://ndltd.ncl.edu.tw/handle/01511238753043224033.
Pełny tekst źródła國立嘉義大學
國民教育研究所
89
The teaching for developing number sense has been emphasized by many advanced countries. Central to the design of mathematics curricula is the development of number sense. But, the study of number sense is limited in Taiwan. Due to these reasons, the main goal of this study was to investigate sixth-graders’ number sense and explore the effectiveness of an instructional intervention program designed to develop their number sense. The instrument of this study included number sense paper-and-pencil tests: pre- and post- instruction. In the meanwhile, number sense questions were designed to interview six students individually. Students were asked to provide explanations for their answers and were assessed about their changes. The results showed that thirty students increased their development of number sense at paper-and-pencil tests after instruction. Especially in number sense magnitude and computational estimation. Before instruction, most students gave rule-based explanations during interviews for all three levels, few number sense strategies were used (such as benchmarks, estimation and number magnitude) Students in middle and low levels misused the rules and formulas seriously. After instruction, students used number sense to provide explanations for their answers. Besides, this study describes realistic problems of teaching activities and brings up the programs in solving problems. We also analyze teaching activities on each teaching stage to probe into how teacher make use of teaching activities in the classroom to help students to develop number sense. We knew the sequence of ideas of students’ number sense by way of the process of discussion. From the teaching activities of this study, we discovered that students could emerge the higher-order reasoning and thinking mathematically on the problem-solving process by cooperative learning and interactive encouragement. According to the process of teaching activities, the lower-level student can use their own symbols to discuss and bring up the positive and valued ideas if we set up reasonable classroom rules, fair chance of issues and form the culture of classroom discussion gradually. We also realized that students don’t know how to discuss at first, and now they can question the problem-solving methods in the light of problems. We saw the use of mathematics languages of students refined more and more, and the types of number to symbolize are having a variety. We can realize that students can develop more rich number sense in a learning environment where encourages exploring, discussions, communication, and questions. It is perceived that, standards involved in agitating of thinking on a process of discussion and questioning. When teacher guided them at the right moment, students could issue many creative problem-solving strategies and develop their number sense.
Creighan, Samantha. "Investigating the Effects of the MathemAntics Number Line Activity on Children's Number Sense". Thesis, 2014. https://doi.org/10.7916/D8ZG6QDW.
Pełny tekst źródłaHsiao-Ting, Chen, i 陳筱婷. "Using Fraction Number Sense Digital Game-based Teaching Materials to Improve Fractional Number Sense Ability and Learning Motivation of Sixth Graders". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/81431063757884173132.
Pełny tekst źródła國立臺中教育大學
教育測驗統計研究所
101
The purpose of study was to assess the effects on fraction number sense ability and learning motivation of sixth graders by two different teaching models: “fractional number sense digital game-based teaching materials” and “traditional fraction number sense working sheets.” Hence, the researcher designed fractional number sense digital teaching materials based on five dimensions of number sense to assist teachers teaching in experiment group. The working sheets, based on same material content, were used in control group. The assessment was based on an quasi-experimental design. Subjects were selected from two public elementary schools in Taichung city. The experiment group was two classes of sixth graders (n = 47), and control group was consisted of the other two different classes (n = 49). The control and experiment groups were carried out fractional number sense test and mathematical learning motivation scale test before teaching. After three classes of teaching, the parallel tests were conducted again. The data were analyzed by description statistics, one way ANCOVA, and Johnson – Neyman method. By comparing the performance from the experiment group and the control group, the conclusions were obtained as follows: 1. Based on performances of the experimental group in exercises of each game, the students in the "domino challenge game" and "sparklers game" got better scores, and two games were designed to assess three dimensions of number sense: "understanding the relative effect of operations on fraction", "recognizing the magnitude of fraction." and " ability to represent fraction in multiple ways." 2. After teaching with fractional number sense digital teaching materials, the average score(17.597) of the experiment group in fractional number sense test was significantly better than that of the control group(16.244). 3. Instruction with fractional number sense digital game-based teaching materials were more effective than instruction with traditional fraction number sense working sheets on “understanding the relative effect of operations on fraction” and “ability to represent fraction in multiple ways.” 4. After teaching with fractional number sense digital teaching materials, the average score (82.439) of the experiment group in mathematical learning motivation scale is better than that of the control group(79.130), although the difference is not significant. 5. In the experimental group, no matter fractional number sense or mathematical learning motivation, students with different genders are all progressive significant, but there were no significant.