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Dissertations / Theses on the topic 'Number sense'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Rasmusson, Malin. "Teaching Number Sense to Kindergarteners." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34824.

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Då jag tidigare besökt förskoleklasser i USA har jag förvånats över hur mycket tid som ägnats åt laborativ matematik. När nationella läroplanen i matematik i USA, Principles and Standards for School Mathematics, omarbetades blev fokus inom matematik att arbeta för att stärka elevers taluppfattning. Lockad av tidigare erfarenheter från det amerikanska skolsystemet beslutade jag mig därför för göra en deltagande observation med löpande protokoll för att se hur man arbetar med taluppfattning i en förskoleklass i Texas. Under observationen fokuserade jag på att se samband mellan undervisningen, l

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2

Moomaw, Sally Coup. "Measuring Number Sense in Young Children." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1204156224.

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3

Forslund, Lena. "Taluppfattningens betydelse i matematiken : Undervisning och bedömning av taluppfattning och skriftliga räknemetoder ur ett lärarperspektiv." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-25621.

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Syftet med studien är att bidra till ökad förståelse av och fördjupad kunskap om taluppfattningens och skriftliga räknemetoders betydelse för hinder i elevers matematikutveckling, särskilt avseende addition och subtraktion, samt undersöka hur lärare arbetar med dessa områden för att förebygga och möta hinder för matematikutveckling. Elevers matematikkunskaper sjunker och på senare år har brister i taluppfattning uppmärksammats som en möjlig orsak. Denna studie med kvalitativ ansats har intervjuer och skriftliga dokument som datainsamlingsmetod. Hur uppfattar nio lärare som undervisar i år 1-6

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4

Mellott, Mallory. "The Effects of 'Number Talks' on Number Sense in a Second Grade Math Class." Otterbein University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1594306261084857.

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5

Hanrahan, Frances M., and res cand@acu edu au. "Number Sense or No Sense: Pre-service teachers learning the mathematics they are required to teach." Australian Catholic University. School of Education, 2002. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp19.16082005.

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As a result of two years working with the pre-service primary teachers in a College in Fiji I became aware of the difficulty many of the students were having understanding the primary school mathematics they would be required to teach. During that time I had attempted to help them overcome the difficulties by using different teaching approaches and activities but was far from satisfied with my efforts. Hence I decided to make a concerted effort to help the students by planning, implementing and partially evaluating a mathematics education unit, known as the Teaching Program for the first semes

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Hanrahan, Frances M. "Number sense or no sense : pre-service teachers learning the mathematics they are required to teach /." Fitzroy, Vic. : Australian Catholic University, 2002. http://dlibrary.acu.edu.au/digitaltheses/public/adt%2Dacuvp19.16082005.

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Thesis (Ed.D.) -- Australian Catholic University, (2002).<br>"A thesis submitted in partial fulfilment of the requirements for the Degree of Doctor of Education. Bibliography: p. 279-293. Also available in an electronic format via the internet.

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7

Chow, Valeen Marie. "Elementary teachers' thinking (beliefs) about number sense and its pedagogy." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ65095.pdf.

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8

Mathews, Elizabeth Leigh. "Improving a Second Grade Student's Number Sense: An Instructional Intervention." MSSTATE, 2007. http://sun.library.msstate.edu/ETD-db/theses/available/etd-04082007-162641/.

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The purpose of this qualitative case study was to help a second grade student, who struggled with mathematics but excelled in reading, to develop a conceptual understanding of number sense, using a teacher researcher-created intervention. The five-step, one-on-one intervention included the following: (1) use trade books to build mathematical knowledge and vocabulary (2) teacher modeling of concepts, (3) guided practice with manipulatives, (4) review using games and a ?Fact Pack?, and (5) journal writing to explain concepts. The Early Mathematics Assessment-3 (TEMA-3) was used as a pre- and pos

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9

Harris, Callie. "The impact on computational fluency through instruction in number sense." Thesis, A link to full text of this thesis in SOAR, 2008. http://hdl.handle.net/10057/2047.

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10

O'Reilly, Declan. "Visualising number : a study of children's developing sense of number in the computational medium of Boxer." Thesis, University College London (University of London), 1995. http://discovery.ucl.ac.uk/10021586/.

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The aim of this study is to investigate children's developing sense of number in the computational medium of Boxer. Boxer's combination of graphical and symbolic elements afforded the opportunity for children to visualise numbers in an operational way while simultaneously offering insights into how this operational approach mediated their thinking. There were three inter-related aspects to the study, with visualisation being the common feature of all three. • (i) How does the visual structure of Boxer influence students' (aged 9 - 11) ability to program? • (ii) What interpretations do students

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11

Andersson, Carina. "Taluppfattning : En undersökning av elevers förståelse av decimaltal." Thesis, Linköping University, Department of Mathematics, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-5820.

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<p>I detta examensarbete har jag studerat hur elever i år 6 tänker vid decimalform inom taluppfattningens område. Begreppet taluppfattning är ett mycket brett område där det dessutom finns många olika uppfattningar om vad som ingår i begreppet. Därför har jag fokuserat mitt arbete på övergången från heltal till decimaltal. Syftet med undersökningen är att belysa vikten av att lärare har goda matematiska och metodiska kunskaper, hur elever utvecklar sin taluppfattning och förhoppningsvis ge lite tips och idéer som kan användas i undervisningen med elever. Studien omfattar en litteraturgenomgång

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12

Cheung, Siu-pun, and 張兆斌. "The effective use of number sense for assisting students with learningdifficulties." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40039924.

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13

Courtney-Clarke, Magret Anna Eugenie. "Exploring the number sense of final year primary pre-service teachers." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/19943.

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Thesis (MEd)--Stellenbosch University, 2012.<br>ENGLISH ABSTRACT: This study explored the number sense of 47 final year primary school pre-service teachers in Namibia and was motivated by the poor performance of Namibian primary school learners in both national and international standardised assessment tests. The literature review revealed that learner performance is linked to teacher subject knowledge (Ball, 1990, Ma, 1999) and that teachers’ confidence in doing and teaching mathematics influences the way they teach and their willingness to learn mathematics (Ball, 1990; Graven 2004). Nu

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14

Turvill, Rebecca Anne. "How are young children developing number sense, post national numeracy strategy." Thesis, Brunel University, 2016. http://bura.brunel.ac.uk/handle/2438/13798.

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This thesis examines number sense in primary mathematics. I begin by presenting literature to demonstrate how a cognitive definition of number sense, dominates understandings of mathematical development. I argue that this has influenced fixed-ability practices in mathematics (e.g. Boaler, 1997; Marks, 2014) presenting number-sense as a natural ability. I outline the political landscape and explore data which demonstrates that mathematics education systematically disadvantages some people (Zevenbergen, 2001). After reviewing mathematics learning from a range of theoretical perspectives, I demon

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15

Hanrahan, Frances May. "Number sense or no sense: Pre-service teachers learning and understanding the mathematics they are required to teach." Thesis, Australian Catholic University, 2002. https://acuresearchbank.acu.edu.au/download/a6472bad472e43ca5e5c199bffda69e711e1e6d893055c402bd7f3ea8730fd1b/2215394/64903_downloaded_stream_128.pdf.

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As a result of two years working with the pre-service primary teachers in a College in Fiji I became aware of the difficulty many of the students were having understanding the primary school mathematics they would be required to teach. During that time I had attempted to help them overcome the difficulties by using different teaching approaches and activities but was far from satisfied with my efforts. Hence I decided to make a concerted effort to help the students by planning, implementing and partially evaluating a mathematics education unit, known as the Teaching Program for the first semes

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16

Cheung, Siu-pun. "The effective use of number sense for assisting students with learning difficulties." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40039924.

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17

Moss, Joan. "Developing children's rational number sense, a new approach and an experimental program." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0026/MQ51566.pdf.

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18

Johansson, Karin. "Med perspektiv på taluppfattning : Studie om lärares arbete med elever i svårigheter med grundläggande taluppfattning." Thesis, Umeå University, Department of Science and Mathematics Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-32141.

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<p>En god taluppfattning är grunden till matematisk förståelse som eleven skall bygga sina kunskaper på. Utan en god grund i taluppfattning uppstår svårigheter för den undervisning som lärare vill åstadkomma i skolan. Ett vidare begrepp av taluppfattning är <em>number sense</em> som är en känsla för talens storlek och rimligheten i matematikuppgifter. Syftet är att undersöka hur lärare arbetar med matematiksvårigheter inom området taluppfattning för att utveckla elevens lärande. Undersökningen beskriver hur lärare identifierar elever i matematiksvårigheter med tanke på grundläggande taluppfatt

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19

Kunert, Rachel. "Number Sense Intervention: A Comparison of a Packaged Program and a Research-Based Strategy." University of Dayton / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1405513267.

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Leung, Yun-hing. "The relationship between numerical estimation and number sense in students' learning of mathematics." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40040173.

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21

Leung, Yun-hing, and 梁潤興. "The relationship between numerical estimation and number sense in students' learning of mathematics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40040173.

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22

Perkins, Allison L. "EXAMINING THE EFFECTS OF A FRACTION INTERVENTION ON SIXTH GRADESTUDENTS RATIONAL NUMBER SENSE." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1495632664241827.

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23

McIntosh, Brinley Rachel. "Using computer assisted instruction to build fluency in multiplication : implications for the relationship between different core competencies in mathematics." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2014. http://hdl.handle.net/10092/10477.

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Dyscalculia is a specific learning disability that affects an individual’s core skills in mathematics, including calculation, recall of number facts, and approximating/comparing number. Research into the origins and aetiology of dyscalculia have suggested the presence of two different networks in the brain used for mathematics; one for verbal (symbolic) tasks such as recalling number facts, and one for non-verbal (non-symbolic) tasks such as approximation and number comparison. While these networks are located in different brain areas, they are often used together on calculation tasks, they ar

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24

Grönlund, Elin, and Hanna Nordström. "Den viktiga taluppfattningen - En studie om lärares undervisning för att stärka elevers taluppfattning." Thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-172901.

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Studiens syfte är att öka kunskapen om hur ett antal lärare i årskurs 1 planerar, undervisar och reflekterar över sin undervisning i matematik för att stärka elevers taluppfattning. Taluppfattningen är grundläggande för förståelsen för tals sammanhang och strukturer och är således avgörande för elevernas fortsatta utveckling inom matematik. Studien presenterar fem kategorier av undervisningsprinciper som enligt forskningen är viktiga gällande hur lärare kan bedriva sin undervisning för att stärka elevernas taluppfattning. Studien undersöker de deltagande lärarnas undervisning i relation till d

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Briand-Newman, Hannah. "Teacher perceptions of their professional knowledge, learning and practice: Insights into early number sense pedagogy." Thesis, The University of Sydney, 2019. https://hdl.handle.net/2123/21614.

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Student mathematics underperformance across grade levels within Australian schools remains a growing concern. Current concerns regarding the quality of student learning and levels of achievement, position a strong focus on the quality of teacher preparation and practice. The development of sound number sense in the early years of school has been shown to be critical for ongoing learning and success in mathematics. Therefore, teachers of early mathematics play a vital role in building the foundational number knowledge on which children can build further understanding and competence. Previous re

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Shumway, Jessica F. "A Counting-Focused Instructional Treatment for Developing Number System Knowledge in Second-Grade: A Mixed Methods Study on Children's Number Sense." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/4954.

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Instruction for developing students' number sense is a critical area of research in mathematics education because of the role number sense plays in early mathematics learning. Specifically, number system knowledge has been identified as a key cognitive mechanism in number sense development. The purpose of this mixed methods study was to explore variations in second-grade students' number sense development as they engaged in a counting-focused instructional treatment, geared towards developing number system knowledge, for differing amounts of time. Sixty second-grade students participated in nu

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Azizifarsani, Sahar, and Evelina Söderberg. "Grundläggande taluppfattning : Metoder som gynnar lågpresterande elevers grundläggande taluppfattning." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-144355.

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Vårt syfte med denna litteraturstudie var att undersöka vilka undervisningsmetoder som var gynnande för lågpresterande elevers grundläggande taluppfattning i årskurs F-3. Den grundläggande taluppfattningen är viktig för eleven för att kunna utvecklas vidare i sitt matematiska kunnande. Det är ingenting eleven kan utveckla själva utan det krävs tydlig vägledning av läraren och många möjligheter för eleven att praktisera kunskapen. I och med det ville vi se vilka metoder som var gynnande. Vi sökte artiklar på databaserna Eric och Unisearch och fick i resultatet fram fyra metoder som var gynnande

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Macken, Wendy. "Utilizing the empty number line to facilitate sense making in the mental math classroom." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/46456.

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The purpose of this study was to explore the possibilities of the Empty Number Line to further develop and strengthen students’ numeracy skills, specific to addition and subtraction. The Empty Number Line (ENL) is a Dutch approach to developing numeracy and mental math skills in the elementary classroom. Internationally acknowledged, the Empty Number Line (ENL) boasts to solving computational tasks in a manner that builds on users intuitive understanding of number. Typically, this model is introduced in the primary years to support early numeracy development. However, this study set out to det

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Dunphy, Elizabeth. "An exploration of young children's number sense on entry to primary school in Ireland." Thesis, Open University, 2006. http://oro.open.ac.uk/49167/.

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Betenson, Julie. "Mathematics at your fingertips : an intervention study using fingers and games to improve number sense." Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.688347.

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In recent times a positive relationship between mathematical achievement and the ability to distinguish between fingers has been observed and training to develop finger acuity has been shown to lead to gains in mathematical skills. An association between mathematical achievement and non-symbolic number magnitude comparison has also been established. This mixed methods two phase study therefore addressed whether an intervention programme designed to increase connections between the symbolic and non-symbolic representations of number using fingers as a tool could help students construct a deeper

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Tosto, Maria. "The aetiology of the number sense and its relationship with mathematics : a genetically sensitive investigation." Thesis, Goldsmiths College (University of London), 2012. http://research.gold.ac.uk/9150/.

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Number sense is defined as the process of extracting numerical information by estimating numerosity and magnitudes of numerical symbols. Humans show great variability in estimation skills from an early age. Although little is known about the origin of individual differences in number sense, these individual variations positively correlate with mathematics. This thesis presents the first large-scale genetically sensitive investigation into the origins of number sense and into the nature of its relationship with mathematics. The research plan can be devised in two parts. In the first phase, a ba

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Björkström, Angela. "Is it all in their heads? : A study of the strategies used in mental arithmetic by Swedish pupils in their last years of the obligatory school and in the upper secondary school." Thesis, Mälardalen University, School of Education, Culture and Communication, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-4615.

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<p>Competence in mental arithmetic is recognised by many as essential to be active participants in the fast flowing, high technological society we live in today. Many have noticed pupils’ unwillingness to set their calculators aside and practice this aspect of mathematics when possible. Furthermore, some studies show that pupils’ ability to compute mentally deteriorates as they pass through the school system. Through testing classes in a Swedish obligatory school and an upper secondary school, the aim of this thesis is to see if the goals set by The National [Swedish] Agency for Education r

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Lopes, Ana Paula. "Desenvolvimento do sentido de número no ensino básico: um estudo no sétimo ano de escolaridade." Master's thesis, Universidade de Évora, 2010. http://hdl.handle.net/10174/20773.

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A sociedade contemporânea exige do cidadão raciocínio quantitativo e os novos paradigmas económico-sociais colocam a Matemática escolar perante um novo desafio: desenvolver a literacia matemática dos alunos. A literacia matemática contempla um vasto conjunto de conhecimentos e capacidades entre eles o sentido de número. O desenvolvimento do sentido de número dos alunos tem suscitado alguns trabalhos de pesquisa, em particular ao nível do primeiro e segundo ciclos do Ensino Básico. O objectivo desde estudo é recolher evidências sobre o sentido de número de alunos do terceiro ciclo, mais concret

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Merkley, Rebecca. "Beyond number sense : contributions of domain-general processes to the development of numeracy in early childhood." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:fec8b13e-0693-4c5b-ac0b-759dd6595db8.

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A large proportion of recent research on the development of numerical cognition has focused on the foundational role of approximate number sense, yet number sense alone cannot fully explain how young children acquire numeracy skills. This thesis aims to investigate how other domain-specific processes and domain-general cognitive processes relate to numeracy in early childhood and whether they play a role in learning about mathematics. The experiments presented in Chapter 2 explored how domain-general processes relate to young children's attention to discrete number in non-symbolic representati

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Owens, Rick. "A number sense approach to written calculation: Exploring the effects in the middle years of schooling." Thesis, Australian Catholic University, 2012. https://acuresearchbank.acu.edu.au/download/5f6d90fdac781dc0b71033c0ed6b5e47aef60d621db25305f8c4323c324bee07/1610774/Owens_2012_A_number_sense_approach_to_written.pdf.

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The purpose of this research was to investigate some of the effects on teachers and students of positioning written calculation within a commitment to building students’ number sense. The focus on number sense took shape initially through explicit teaching of a strategies approach to mental computation, followed by an exploration of approaches to written calculation which made use of effective mental computation strategies. The impetus for this research came from the following observations of many classrooms and a review of the available literature: the dominant aspect of calculation in many s

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Enoma, Agbon Osa Stephen. "Understanding the Number Sense Competence of High School Students with Borderline, Mild and Moderate Intellectual Disabilities." Thesis, Curtin University, 2017. http://hdl.handle.net/20.500.11937/57126.

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The study investigated selected teacher- and student-related factors aimed at understanding their influence on the mathematics achievements of students with intellectual disabilities (ID). The relationship between students’ achievements and instructional approaches as well as the suitability of assessment tools were also evaluated. Findings have demonstrated that no singular factor accounted for the mathematics achievements of the students but the interplay of several factors. IMPELS, an assessment tool was also developed as part of this study.

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ADRIANO, ANDREA. "Visual Illusions and Fourier analysis as psychophysical tools to support the existence of the Number Sense." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2022. http://hdl.handle.net/10281/379213.

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L'ambiente naturale in cui gli animali sono costretti a sopravvivere modella il loro cervello e il modo in cui si comportano per adattarsi e superare le pressioni naturali. Queste pressioni selettive potrebbero aver determinato l'emergere di un antico sistema neurale adatto a estrarre rapidamente informazioni astratte da set di oggetti, come la loro numerosità, per prendere decisioni informate fondamentali per la sopravvivenza e l'adattamento. La teoria del "Senso numerico" rappresenta il modello neurale più influente che tiene conto delle prove neuropsicologiche e psicofisiche negli esseri um

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Dervisevic, Edina, and Nadia Tamar. "Taluppfattningens och tallinjens betydelse i matematiken för årskurserna 1-6. : En kvalitativ studie om lärares uppfattningar om taluppfattningen och tallinjen i matematikundervisningen." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-48910.

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Syftet med denna studie är att ta reda på hur lärare i årskurserna 1–6 beskriver begreppen tallinje och taluppfattning, samt hur de använder tallinjen i matematikundervisning för att utveckla elevers taluppfattning. Studien är en kvalitativ studie som baseras på semistrukturerade intervjuer. Vi valde att intervjua sju informanter med samma yrke. Studiens resultat visar att samtliga lärare beskriver att taluppfattning handlar om att förstå talraden, värdet av talet, vad som är större och mindre, förståelse för storleken med mera. Vidare i resultat visas det att tallinjen ses som ett bra verktyg

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Hebe, Gasenakeletso Ennie. "Investigating Grade 3 learners’ changing mathematical proficiency in a maths club programme focused on number sense progression." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/62200.

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Recent international reports, for example TIMSS (2011 & 2015), point to serious challenges in South African learner performance in Mathematics and Science. Of greatest concern is that research findings (e.g. Graven, Venkat, Westaway and Tshesane 2013) suggest that many South African learners show signs of mathematical knowledge gaps in the lower grades. Hence, there is a need to address challenges of this nature very early in Foundation Phase. This study was undertaken with a view to contribute towards addressing mathematical challenges encountered by learners in Foundation Phase This empirica

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Chien, Hung-Chin, and 簡宏晉. "The Study of Six Elementary School Teachers’ Number Sense Performance and Perception about Number Sense." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/02132123560185703350.

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碩士<br>國立嘉義大學<br>數學教育研究所(Graduate Institute of Mathematic Educa<br>98<br>The purposes of this study were to examine six elementary school teachers’ number sense performance when solving number sense related problems and their perceptions about number sense. The researcher designed the number sense tasks and related perception questions as the instruments via the semi-structured interview to collect data. The interview results indicated that: The results of teachers’ number sense performance showed that the participants have poor insight on numerical relations and do not perform well on the use

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Sood, Sheetal Kern Lee Jitendra Asha K. Hojnoski Robin Manz Patricia. "Teaching number sense: Examining the effects of number sense instruction on mathematics competence of kindergarten students." 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3373089.

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Hshu, Ching-Yang, and 許清陽. "The Study of Elementary Students’ Number Sense Theoretical Model Construction and Computerized Number Sense Diagnostic Test System." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/27135988546651727957.

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博士<br>國立高雄師範大學<br>教育學系<br>94<br>The main purpose of this study is to construct the theoretical model of number sense and to develop “Computerized Number Sense Diagnostic Test System” in order to understand the general situation of sixth graders in number sense performance as well as to further analyze the error types and misconception of the subjects. This study firstly selected 539 sixth graders from southern counties and cities for computerized online test to construct the reliability and the validity of number sense diagnostic test. Then, 3,462 sixth graders from 22 counties and cities

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Chih-I-Lin and 林姿飴. "Development of a Computerized Number Sense Scale for the 5th Graders and their Performance on Number Sense." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/06141069439855392052.

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碩士<br>國立嘉義大學<br>數學教育研究所<br>93<br>To examine the the 5th grade students’ performance on number sense, a cmputerized number sense scale was developed. On-line field test data from public elementary school kids ( N=1212) were analyzed using SPSS and AMOS. Based on the data analysis, the major findings of the study are summarized as follows: 1. The computerized number sense test, developed for students just completing the 5th grade’s math, is empirically reliable and substantially valid. Cronbach’s α coefficient of the scale was .8696 and its construct reliability was .916 and the reliability of t

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Li, Wei-Jin, and 李威進. "A Study of Computerized Number Sense Test for the 1-3 Graders and their Number Sense Development." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/64136705480170913265.

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碩士<br>國立嘉義大學<br>數學教育研究所<br>92<br>The major purposes of this study were to design a computerized number sense test for the 1-3 graders and to investigate their number sense development. In order to investigate the reliability and validity of the newly-developed number sense test, 808 fourth graders from public primary school in Taiwan were selected and participated this on-line number sense test. Based on the statistical analysis, the results of this study indicated: 1. Construct reliability and validity for the first-stage computerized number sense test i

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DeWind, Nicholas Kurshan. "The Neural Basis of the Number Sense." Diss., 2014. http://hdl.handle.net/10161/9417.

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<p>The ability to enumerate approximately without counting is an evolutionarily ancient and developmentally early core cognitive ability known as the "number sense". We use the number sense when we estimate a number without counting individual items, as when we guess the number of people in a crowded room. The number sense is theorized to form an instinctual building block upon which we create the conceptual structures of mathematics. This dissertation addresses three research questions regarding the number sense. </p><p> The first is the question of whether the number sense is malleable,

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Yang, Tsang-I., and 楊璨伊. "Number sense and foraging decision in cuttlefish." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/18707779236385878105.

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碩士<br>國立清華大學<br>系統神經科學研究所<br>104<br>Identifying the amount of prey available is an important part of an animal’s foraging behavior. The risk-sensitive foraging theory predicts that an organism’s foraging decisions with regard to food rewards depend upon its satiation level. However, the precise interaction between optimal risk-tolerance and satiation level remains unclear. In the present study, we examined, firstly, whether cuttlefish, with one of the most highly evolved nervous system among the invertebrates, have number sense, and secondly, whether their valuation of food reward is satiation

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irene, togoli. "The number sense in the human brain." Doctoral thesis, 2018. http://hdl.handle.net/2158/1119013.

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Humans and other species are endowed with perceptual mechanisms dedicated to estimating approximate quantity, an ability that has been defined as a sense of number. Converging evidence gathered from neurophysiological, behavioural and imaging studies, support the idea that this number sense has a truly abstract nature, being capable of encoding the numerosity of any set of discrete elements, displayed simultaneously or sequentially, and across different sensory modalities (Nieder et al., 2006; Piazza et al., 2006; Burr & Ross, 2008). It has been shown that numerosity, like most other primary v

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Hsu, Chun-Jen, and 徐俊仁. "A study of developing sixth-graders'' number sense." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/01511238753043224033.

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碩士<br>國立嘉義大學<br>國民教育研究所<br>89<br>The teaching for developing number sense has been emphasized by many advanced countries. Central to the design of mathematics curricula is the development of number sense. But, the study of number sense is limited in Taiwan. Due to these reasons, the main goal of this study was to investigate sixth-graders’ number sense and explore the effectiveness of an instructional intervention program designed to develop their number sense. The instrument of this study included number sense paper-and-pencil tests: pre- and post- instruction. In the meanwhile, nu

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Creighan, Samantha. "Investigating the Effects of the MathemAntics Number Line Activity on Children's Number Sense." Thesis, 2014. https://doi.org/10.7916/D8ZG6QDW.

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Number sense, which can broadly thought of as the ability to quickly understand, approximate, and manipulate numerical quantities, can be a difficult construct for researchers to operationally define for empirical study. Regardless, many researchers agree it plays an important role in the development of the symbolic number system, which requires children to master many tasks such as counting, indentifying numerals, comparing magnitudes, transforming numbers and performing operations, estimating, and detecting number patterns, skills which are predictive of later math achievement. The number li

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Hsiao-Ting, Chen, and 陳筱婷. "Using Fraction Number Sense Digital Game-based Teaching Materials to Improve Fractional Number Sense Ability and Learning Motivation of Sixth Graders." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/81431063757884173132.

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碩士<br>國立臺中教育大學<br>教育測驗統計研究所<br>101<br>The purpose of study was to assess the effects on fraction number sense ability and learning motivation of sixth graders by two different teaching models: “fractional number sense digital game-based teaching materials” and “traditional fraction number sense working sheets.” Hence, the researcher designed fractional number sense digital teaching materials based on five dimensions of number sense to assist teachers teaching in experiment group. The working sheets, based on same material content, were used in control group. The assessment was based on an qu

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