Fostering Middle School Students' Number Sense through Contextualized Tasks

Autor/inn/en	Barrera-Mora, Fernando; Reyes-Rodriguez, Aaron
Titel	Fostering Middle School Students' Number Sense through Contextualized Tasks
Quelle	In: International Electronic Journal of Elementary Education, 12 (2019) 1, S.75-85 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Middle School Students; Foreign Countries; Middle School Mathematics; Number Concepts; Purchasing; Mathematics Activities; Learning Strategies; Mathematics Skills; Mental Computation; Mathematics Instruction; Mexico + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ausland; Number concept; Zahlbegriff; Beschaffungswesen; Kauf; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kopfrechnen; Mathematics lessons; Mathematikunterricht; Mexiko
Abstract	Number sense has been considered as one of the most important mathematical notions to be addressed in school mathematics in the 21st century. In this paper, we identify how students of a public middle school, located in a rural area in Mexico, showed several aspects of number sense by performing tasks involving arithmetic operations in a shopping context. Students invented mental and written calculation strategies that provide evidence of understanding regarding numbers and operations. Students used fantasy money as a representation system to decompose quantities in non-standard ways, or referred to strategies employed by unschooled people. Compensation strategies that involve modifying the quantities before applying the written algorithm for subtraction, in order to perform a subtraction without regrouping, also appeared. That is, it was identified a transfer from mental calculation strategies to a paper and pencil scenario for facilitating calculations during problem solving, which is an indicator of student creativity and number sense. Additionally, the proposed tasks provided evidence that contextualized tasks could promote the understanding of decimal numbers. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01