The Components of Number Sense: An Instructional Model for Teachers

Autor/in	Faulkner, Valerie N.
Titel	The Components of Number Sense: An Instructional Model for Teachers
Quelle	In: TEACHING Exceptional Children, 41 (2009) 5, S.24-30 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
Schlagwörter	Mathematics Instruction; Teaching Methods; Arithmetic; Teachers; Models; Academic Achievement; Mathematics Education; Mathematical Formulas; Algebra; Geometry; Middle School Teachers; Middle School Students; Mathematics Curriculum; North Carolina; United States + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Lehrer; Lehrerin; Lehrende; Analogiemodell; Schulleistung; Mathematische Bildung; Mathematische Formel; Geometrie; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Student; Students; Schüler; Schülerin; USA
Abstract	At the heart of the recent focus on mathematics has been an increased emphasis on developing students' "number sense." Ironically, although growing as a force in the education literature, number sense has not been clearly defined for teachers. Teachers need specific support in understanding how to develop number sense in students, to guide their learning as they plan for and provide instruction and, ultimately, to ensure that they are spending time encouraging students to do the thinking that will improve number sense. This article discusses "The Components of Number Sense," an instructional model designed to support teachers' efforts to improve their mathematics instruction. This model provides a framework for teachers to think of math as a set of connected principles and to present the math to students in this fashion. (Contains 2 figures.) (ERIC).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10