Teaching Number Sense for 6th Graders in Taiwan
Der-Ching Yang, Chun-Jen Hsu
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Abstract

This study reports on two excerpts from a 6th grade Taiwanese class, describing how a teacher examined and promoted his students’ development of number sense. It illustrates an effort to integrate number sense activities into the mathematics curriculum in ways that encourage exploration, discussion, thinking and reasoning. The results indicate that number sense can be developed through well-designed number sense activities, effective teaching, and a good learning environment. It also demonstrates that students’ number sense and mathematical thinking can be promoted through the use of multiple representations.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2009, Volume 4, Issue 2, 92-109

https://doi.org/10.29333/iejme/232

Publication date: 08 Aug 2009

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Article Downloads: 2717

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