The Study of Number Sense and Teaching Practice

Autor/inn/en	Tsao, Yea-Ling; Lin, Yi-Chung
Titel	The Study of Number Sense and Teaching Practice
Quelle	In: Journal of Case Studies in Education, 2 (2011), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-6427
Schlagwörter	Teaching Methods; Educational Practices; Investigations; Elementary School Teachers; Educational Strategies; Number Concepts; Number Systems; Numbers; Numeracy; Mathematics Instruction; Interviews; Teacher Surveys; Arithmetic; Qualitative Research; Knowledge Base for Teaching; Integrated Activities; Comparative Analysis; Foreign Countries; Observation; Taiwan + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Untersuchung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrstrategie; Number concept; Zahlbegriff; Number system; Zahlensystem; Zahlenraum; Rechenkompetenz; Mathematics lessons; Mathematikunterricht; Interviewing; Interviewtechnik; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Qualitative Forschung; Teaching theory; Theory of teaching; Unterrichtstheorie; Integrierender Unterricht; Ausland; Beobachtung
Abstract	The goal of this study was to investigate understanding of inservice elementary school teachers in Taiwan about number sense, teaching strategies of number sense and the development of number sense of students; and the profile of integrating number sense into mathematical instruction , and teaching practice. Data was gathered through interviews of two elementary mathematics teachers regarding their understanding about number sense followed by observations of the teachers instructing in their mathematics classes. The data included the categorization and comparison of these teachers' understanding and teaching practices. The conclusions are as follows: The common point shared by two teachers was that in the teaching of four fundamental operations of fraction, they tended to ask the students to repeat and memorize the four fundamental operations of arithmetic or the arithmetic rules of addition, subtraction, multiplication and division of fraction. It was only the instruction valuing instrumental knowledge and could not develop the students' number sense. (As Provided).
Anmerkungen	Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01