Number sense in early and elementary mathematics education.

Autor/inn/en	Torbeyns, Joke; Obersteiner, Andreas; Verschaffel, Lieven
Titel	Number sense in early and elementary mathematics education.
Quelle	In: Yearbook of the Department of Early Childhood Studies (Univ. of Ioannina), (2012) 5, S. 60-75 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2241-200X
Schlagwörter	Bildungsforschung; Empirische Forschung; Interventionsstudie; Grundschule; Kind; Kindergarten; Mathematikunterricht; Schüler; Entwicklung; Bildungsforschung; Empirische Forschung; Kind; Kindergarten; Grundschule; Schüler; Mathematikunterricht; Zahlenverständnis; Entwicklung; Überblick
Abstract	Number sense is crucial in daily life and therefore an important aspect of education. The development of number sense recently attracted the attention of an increasing number of researchers in the domains of cognitive and developmental (neuro)psychology, (psychology of) mathematics education, special education, and educational neuroscience. In this article, [the authors] integrate and discuss the major results of these numerous studies on children's acquisition of number sense. [They] start with the definition of the concept of number sense. Afterwards, [they] summarize the major findings on children's acquisition of number sense from infancy to the early school years. Next, [they] provide an overview of recent intervention studies aiming at stimulating the development of number sense in young children. [The authors] end with a summary of the major findings and future issues for studies in this domain. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2013/4