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The aim of this study is to examine the number sense skills of preservice elementary school mathematics teachers. This study was conducted by using the survey model among descriptive research methods. A total of 111 preservice teachers studying at second and third grades in the elementary school mathematics teaching program at a state university participated in the study. The data of the study were collected by using the number sense test consisting of 17 questions and developed by Kayhan-Altay (2010). The findings of the study indicated that the number sense performances of preservice elementary mathematics teachers were lower than expected and there was a significant difference in favour of third-grade students. It is considered that the “Special Training Methods I and II” courses and the “Mathematics Curriculum” course, which are taught in third grades and in which subjects such as estimation and making mental calculations, etc. superficially related to number sense are mentioned, may cause this difference. Thus, it was suggested that it was necessary to include courses consisting of number sense and how it can be developed in the curriculum.
The purpose of this study was to identify the use of number sense strategies by pre-service teachers studying at the department of elementary education. Compared to the previous one; new mathematics curriculum places more emphasis on various strategies such as estimation strategies, computational estimation strategies, rounding and mental computation, which are among the fundamental components of the number sense. The study was undertaken within the framework of the question “What strategies do the pre-service teachers, who will implement this curriculum, use while solving problems requiring number sense?”. 133 pre-service teachers from the Elementary Education Department in a State University in the province of Istanbul participated in this study. “Number Sense Test” about five different number sense components was used as a testing instrument. Findings were analyzed with qualitative and quantitative methods. At the end of the research, pre-service teachers’ number sense was found to be very low. When solution methods were analyzed, it was found that pre-service teachers preferred using “rule based methods” instead of “number sense” in each of the components. This finding was consistent with prior studies that show pre-service teachers’ preference of written methods to number sense methods. With regard to research findings, suggestions were offered for future studies by emphasizing the necessity for measures to increase pre-service teachers’ knowledge on number sense as well as its use. Educational Sciences: Theory & Practice - 13(3) • 1965-1974 ©2013 Educational Consultancy and Research Center
Educational Sciences: Theory & Practice
The Mathematics Education I and II Courses’ Effect on Teacher Candidates’ Development of Number Sense2015 •
Acta Scientiae
Knowledge of Numbers and Geometry of Pre-Service Teachers in the Primary Education Degree2021 •
Procedia - Social and Behavioral Sciences
Analysis of the Relationship between Estimation Skills Based on Calculation and Number Sense of Prospective Classroom Teachers2015 •
Procedia - Social and Behavioral Sciences
Development of Teaching Models for Effective Teaching of Number Sense in the Malaysian Primary Schools2010 •
International Journal of Mathematical Education in Science and Technology
Comparing the use of number sense strategies based on student achievement levelsThe aim of this study is to compare students’ use of number sense strategies based on their mathematics success levels. Participants were 129 seventh graders from three elite secondary schools in Trabzon. Data were collected through a written examination with 10 problems and semi-structured interviews. Interview data were analyzed by considering students’ mathematics success and the differences and similarities among responses. Interviews were held with six students from two schools with different levels of mathematics success. The findings showed that students rarely used number sense strategies and mostly solved problems by using rules and algorithms. Even successful students seemed to have adopted the rule- and algorithmbased solution approach, making it necessary to investigate teacher criteria of mathematical competence. Another noteworthy finding from the interviews with students was teachers’ embrace of rule- and algorithm-based solutions when solving problems. The study finishes with an evaluation of the inclusion of number sense dimensions in secondary school mathematics textbooks in Turkey and recommendations for improving students’ number sense.
Mathematics Education Research Group of Australasia
Teacher subject matter knowledge of number sense2012 •
Pedagogical content knowledge has been widely acknowledged by researchers and practitioners as a significant factor for improving student knowledge, understanding and achievement. Recently, the knowledge teachers need for teaching has expanded to include teacher horizon content knowledge, “an awareness of how mathematical topics are related over the span of mathematics included in the curriculum” (Ball, Thames, & Phelps, 2008, p. 403). This study uses a collective case study design, in which three Kindergarten teachers from Greig Heights Primary School participated in a professional learning and development program designed to enhance aspects of their teacher knowledge. This paper will provide an emerging description of the nature of teacher knowledge, and discuss the potential implications this has for catering for the needs of students at-risk of experiencing difficulties in acquiring early numeracy skills (i.e., number sense knowledge).
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