A Longitudinal Study Revisiting the Notion of Early Number Sense: Algebraic Arithmetic as a Catalyst for Number Sense Development

Autor/inn/en	Pittalis, Marios; Pitta-Pantazi, Demetra; Christou, Constantinos
Titel	A Longitudinal Study Revisiting the Notion of Early Number Sense: Algebraic Arithmetic as a Catalyst for Number Sense Development
Quelle	In: Mathematical Thinking and Learning: An International Journal, 20 (2018) 3, S.222-247 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pittalis, Marios) ORCID (Pitta-Pantazi, Demetra) ORCID (Christou, Constantinos)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1080/10986065.2018.1474533
Schlagwörter	Numbers; Arithmetic; Algebra; Elementary School Students; Grade 1; Grade 2; Longitudinal Studies; Elementary School Mathematics; Foreign Countries; Statistical Analysis; Student Development; Factor Analysis; Cyprus + Suchen Sie Ihr Suchwort? Zahlenraum; Addition; Arithmetik; Arithmetikunterricht; Rechnen; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Elementare Mathematik; Schulmathematik; Ausland; Statistische Analyse; Faktorenanalyse; Zypern
Abstract	The aim of this study was to propose a new conceptualization of early number sense. Six-year-old students' (n = 204) number sense was tracked from the beginning of Grade 1 through the beginning of Grade 2. Data analysis suggested that elementary arithmetic, conventional arithmetic, and algebraic arithmetic contributed to the latent construct early number sense, and the invariance of the model over time was validated empirically. Algebraic arithmetic represents the dimension of early number sense that moves beyond conventional arithmetic and encompasses an abstract understanding of the relations between numbers. A parallel process growth model showed that the three components of number sense adopt a linear growth rate. A structural model showed that the growth rate of the algebraic arithmetic component has a direct effect on the growth rate of conventional arithmetic, and subsequently the growth rate of conventional arithmetic predicts the growth rate of elementary arithmetic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01