A Systematic Review on the Definition of Children's Number Sense in the Primary School Years

Autor/inn/en	Ghazali, Munirah; Mohamed, Rosmawati; Mustafa, Zainun
Titel	A Systematic Review on the Definition of Children's Number Sense in the Primary School Years
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 17 (2021) 6, (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Literature Reviews; Number Concepts; Elementary School Students; Numeracy; Mathematics Education; Arithmetic + Suchen Sie Ihr Suchwort? Number concept; Zahlbegriff; Rechenkompetenz; Mathematische Bildung; Addition; Arithmetik; Arithmetikunterricht; Rechnen
Abstract	The definitions serve the purpose of communication and preservation of knowledge in scientific inquiry. However, it is quite often to perceive number sense concept without well-accepted definitions in the field of mathematics education research. Despite the mentioned issue, the current literature on children's number sense provides a glean for introducing, implementing, and even measuring the number sense using the specific and contextualized indicators in early mathematics. Consequently, this phenomenon offers to bridge a gap in the literature concerning definitions of number sense and its indicators. This article systematically reviews on the indicators in measuring children's number sense based on the past research guided by the PRISMA statements. The metadata were analysed using open-coding and were further re-coded through axial coding and selective coding to form a definition of number sense. This article discusses on limitations, implications, and the future research directions for studying children's number sense in the primary schools' mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01