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Journal articles on the topic 'Number sense'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Ronau, Robert N. "Number Sense." Mathematics Teacher 81, no. 6 (1988): 437–40. http://dx.doi.org/10.5951/mt.81.6.0437.

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Good number sense is fundamental for success in estimation, approximation, and problem solving. We need to develop a sense of large numbers because newspaper and television news reports contain many references to large quantities. The federal budget is expressed in billions and trillions of dollars, space distances in millions of light years or trillions of miles, computer speeds in nanoseconds (1 nanosecond = 1 billionth of a second), computer storage memory in gigabytes (1 gigabyte = 1 billion bytes), world populations in millions and billions of individuals, and nuclear weapons in millions

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2

Crown, Hannah. "Number sense." Nursery World 2024, no. 12 (2024): 51–52. https://doi.org/10.12968/nuwa.2024.12.51.

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3

Gersten, Russell, and David Chard. "Number Sense." Journal of Special Education 33, no. 1 (1999): 18–28. http://dx.doi.org/10.1177/002246699903300102.

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4

Hadi, Sutarto. "Number sense." Math Didactic: Jurnal Pendidikan Matematika 1, no. 1 (2015): 1–7. http://dx.doi.org/10.33654/math.v1i1.89.

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Pemahaman anak mengenai bilangan bertujuan untuk menambah dan mengembangkan keterampilan berhitung dengan bilangan sebagai alat dalam kehidupan sehari-hari. Salah satu aspek utamanya adalah menekankan pengembangan kepekaan terhadap bilangan atau dikenal dengan number sense. Number sense dapat diartikan sebagai berpikir fleksibel dan intuisi tentang bilangan. Untuk menilai sifat number sense yang dimiliki seorang individu, kita harus memeriksa fleksibilitas terhadap bilangan yang ditunjukkan oleh individu tersebut. Fleksibilitas ini dapat diamati ketika seseorang melakukan empat komponen number

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5

Berch, Daniel B. "Making Sense of Number Sense." Journal of Learning Disabilities 38, no. 4 (2005): 333–39. http://dx.doi.org/10.1177/00222194050380040901.

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6

Moomaw, Sally, Victoria Carr, Mary Boat, and David Barnett. "Preschoolers' number sense." Teaching Children Mathematics 16, no. 6 (2010): 332–40. http://dx.doi.org/10.5951/tcm.16.6.0332.

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7

Howden, Hilde. "Teaching Number Sense." Arithmetic Teacher 36, no. 6 (1989): 6–11. http://dx.doi.org/10.5951/at.36.6.0006.

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Of all the Standards in the K–4 component of NCTM's working draft of Curriculum and Evaluation Standards for School Mathematics, the one concerning number en e raised the most questions from teachers, parents, and administrators in session held to acquaint our educational community with the Standards. These four questions were most frequently asked: What is number sense? Why is number sen e important? How is number cnse taught? How is number sense measured?

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8

Lock, Robin H., and Susan Gurganus. "Promote Number Sense." Intervention in School and Clinic 40, no. 1 (2004): 55–58. http://dx.doi.org/10.1177/10534512040400010501.

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9

Wagner, David, and Brent Davis. "Feeling number: grounding number sense in a sense of quantity." Educational Studies in Mathematics 74, no. 1 (2010): 39–51. http://dx.doi.org/10.1007/s10649-009-9226-9.

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10

Zübeyde, Er, and Dinç Artut Perihan. "Gifted students' number sense skills in terms of number sense components." Journal of Education and Learning (EduLearn) 16, no. 1 (2022): 92–102. https://doi.org/10.11591/edulearn.v16i1.20424.

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As a descriptive survey research, this study aimed to investigate the number sense skills of gifted in terms of number sense components. Participant of this research consisted of 123 gifted secondary school students, who were selected according to the convenience sampling method in Turkey. The data of this research were collected in the 2021-2022 academic year. The number sense test was used as the data collection tool. This test is comprised of 20 items which were prepared in line with five basic number sense components. The data obtained from the data collection tool were analysed by quantit

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11

Er, Zübeyde, and Perihan Dinç Artut. "Gifted students' number sense skills in terms of number sense components." Journal of Education and Learning (EduLearn) 16, no. 1 (2022): 92–102. http://dx.doi.org/10.11591/edulearn.v16i1.20424.

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As a descriptive survey research, this study aimed to investigate the number sense skills of gifted in terms of number sense components. Participant of this research consisted of 123 gifted secondary school students, who were selected according to the convenience sampling method in Turkey. The data of this research were collected in the 2021-2022 academic year. The number sense test was used as the data collection tool. This test is comprised of 20 items which were prepared in line with five basic number sense components. The data obtained from the data collection tool were analysed by quantit

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12

He, L., T. Zhou, J. Zhang, Y. Zhuo, and L. Chen. "The Number Sense Follows the Object Sense." Journal of Vision 11, no. 11 (2011): 895. http://dx.doi.org/10.1167/11.11.895.

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13

Turkel, Susan, and Claire M. Newman. "What's Your Number? Developing Number Sense." Arithmetic Teacher 35, no. 6 (1988): 53–55. http://dx.doi.org/10.5951/at.35.6.0053.

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In a recent article in Newsweek, a mathematics professor bemoaned innumeracy, a widespread disability among otherwise sophisticated Americans. Such innumerate adults, he feels, have only a hazy understanding of numbers and the way they are used. These adults succumb easily to specious arguments that refer to numbers they do not understand. Many have no appreciation of number magnitudes—no grasp of very large numbers and little understanding of small ones (Paulos 1986).

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14

Woods, Dawn Marie, Leanne Ketterlin Geller, and Deni Basaraba. "Number Sense on the Number Line." Intervention in School and Clinic 53, no. 4 (2017): 229–36. http://dx.doi.org/10.1177/1053451217712971.

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A strong foundation in early number concepts is critical for students’ future success in mathematics. Research suggests that visual representations, like a number line, support students’ development of number sense by helping them create a mental representation of the order and magnitude of numbers. In addition, explicitly sequencing instruction to transition from concrete to visual to abstract representations of mathematics concepts supports students’ conceptual understanding. This column describes and illustrates how teachers can use number lines and features of explicit and systematic instr

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15

Witherspoon, Taajah. "Developing Number Sense with Number Talks." Journal of Mathematics Education at Teachers College 14, no. 2 (2023): 33–35. http://dx.doi.org/10.52214/jmetc.v14i2.11709.

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The results of this study revealed students’ solution strategies progressed from inefficient strategies e.g., counting on fingers to more efficient strategies with mathematical connections. These findings should enable educators to gain more insight to use Number Talks to help student develop computational fluency with numbers.

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16

Lee, Joanne, Donna Kotsopoulos, Anupreet Tumber, and Samantha Makosz. "Gesturing about number sense." Journal of Early Childhood Research 13, no. 3 (2014): 263–79. http://dx.doi.org/10.1177/1476718x13510914.

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17

Lipton, Jennifer S., and Elizabeth S. Spelke. "Origins of Number Sense." Psychological Science 14, no. 5 (2003): 396–401. http://dx.doi.org/10.1111/1467-9280.01453.

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18

Bay, Jennifer M. "Developing Number Sense on the Number Line." Mathematics Teaching in the Middle School 6, no. 8 (2001): 448–51. http://dx.doi.org/10.5951/mtms.6.8.0448.

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One of the most important lessons that I have learned as a teacher is that seemingly boring problems on paper can come alive if I can find a way to lift them off the page. This transformation took place when the number line in my classroom became a brightly colored rope that stretched the length of the room, held by a student at each end. I first saw this idea as an approach to help young children order numbers from 1 to 10, then adapted it for middle school students. The scope of the activity eventually expanded to include explorations of large numbers, rational numbers, and algebra. As I saw

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19

Booker, George. "Promoting number sense rather than number skills." Set: Research Information for Teachers, no. 2 (August 1, 1998): 1–4. http://dx.doi.org/10.18296/set.0851.

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20

Marin, Katherine Ariemma, and Natasha E. Gerstenschlager. "GPS: Strengthening Number Sense With Number Lines." Mathematics Teacher: Learning and Teaching PK-12 116, no. 9 (2023): 707–10. http://dx.doi.org/10.5951/mtlt.2023.0225.

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Growing Problem Solvers provides four original, related, classroom-ready mathematical tasks, one for each grade band. Together, these tasks illustrate the trajectory of learners’ growth as problem solvers across their years of school mathematics.

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21

Helmy, N. F., R. Johar, and Z. Abidin. "Student’s understanding of numbers through the number sense strategy." Journal of Physics: Conference Series 1088 (September 2018): 012098. http://dx.doi.org/10.1088/1742-6596/1088/1/012098.

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22

Kaminski, Eugene. "Number Sense: Developing Mathematical Understanding." Curriculum and Teaching 11, no. 1 (1996): 79–86. http://dx.doi.org/10.7459/ct/11.1.08.

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23

Sztajn, Paola. "Celebrating 100 with Number Sense." Teaching Children Mathematics 9, no. 4 (2002): 212–17. http://dx.doi.org/10.5951/tcm.9.4.0212.

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Joe woke me up. “Mom,” he said, “it's today!” “Today, what?” I managed to mumble. “The hundredth day of school, Mom; it is so special. I want to dress up to go to school and be real nice for our party,” he added. And so he did.

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24

Hope, Jack. "Promoting Number Sense in School." Arithmetic Teacher 36, no. 6 (1989): 12–16. http://dx.doi.org/10.5951/at.36.6.0012.

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Number sense is considered a desirable trait to foster, although its meaning, as other notions of thinking, such as common sense, horse sense, and savoir faire, can be defined only broadly. It can refer to a feeling for number and their various use and interpretations, to an appreciation for various levels of accuracy when figuring, and to a common-sense approach to using figures to support an argument. It can refer to the ability to produce reasonable estimates, to detect arithmetical errors, to choose the most efficient calculating procedure, and to recognize number patterns.

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25

Sowder, Judith T. "Mental Computation and Number Sense." Arithmetic Teacher 37, no. 7 (1990): 18–20. http://dx.doi.org/10.5951/at.37.7.0018.

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26

Xu, Fei, Elizabeth S. Spelke, and Sydney Goddard. "Number sense in human infants." Developmental Science 8, no. 1 (2005): 88–101. http://dx.doi.org/10.1111/j.1467-7687.2005.00395.x.

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27

Arrighi, Roberto, Irene Togoli, and David C. Burr. "A generalized sense of number." Proceedings of the Royal Society B: Biological Sciences 281, no. 1797 (2014): 20141791. http://dx.doi.org/10.1098/rspb.2014.1791.

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Much evidence has accumulated to suggest that many animals, including young human infants, possess an abstract sense of approximate quantity, a number sense . Most research has concentrated on apparent numerosity of spatial arrays of dots or other objects, but a truly abstract sense of number should be capable of encoding the numerosity of any set of discrete elements, however displayed and in whatever sensory modality. Here, we use the psychophysical technique of adaptation to study the sense of number for serially presented items. We show that numerosity of both auditory and visual sequences

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28

Clark, Robin. "Generalized Quantifiers and Number Sense." Philosophy Compass 6, no. 9 (2011): 611–21. http://dx.doi.org/10.1111/j.1747-9991.2011.00419.x.

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29

Brugger, P. "Chicks with a number sense." Science 347, no. 6221 (2015): 477–78. http://dx.doi.org/10.1126/science.aaa4854.

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30

Burr, D., and J. Ross. "A visual sense of number." Journal of Vision 8, no. 6 (2010): 691. http://dx.doi.org/10.1167/8.6.691.

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31

Burr, D. "A visual sense of number." Journal of Vision 9, no. 8 (2010): 12. http://dx.doi.org/10.1167/9.8.12.

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32

Dehaene, Stanislas. "Precis of The Number Sense." Mind and Language 16, no. 1 (2001): 16–36. http://dx.doi.org/10.1111/1468-0017.00154.

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33

Mohamed, Mohini, and Jacinta Johnny. "Investigating Number Sense Among Students." Procedia - Social and Behavioral Sciences 8 (2010): 317–24. http://dx.doi.org/10.1016/j.sbspro.2010.12.044.

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34

Giurfa, Martin. "An Insect’s Sense of Number." Trends in Cognitive Sciences 23, no. 9 (2019): 720–22. http://dx.doi.org/10.1016/j.tics.2019.06.010.

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35

Clark, Robin, and Murray Grossman. "Number sense and quantifier interpretation." Topoi 26, no. 1 (2007): 51–62. http://dx.doi.org/10.1007/s11245-006-9008-2.

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36

Faulkner, Valerie N., and Chris Cain. "The Components of Number Sense." TEACHING Exceptional Children 41, no. 5 (2009): 24–30. http://dx.doi.org/10.1177/004005990904100503.

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37

McGregor, William B. "Language and the number sense." Functions of Language 14, no. 2 (2007): 231–49. http://dx.doi.org/10.1075/fol.14.2.07mcg.

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38

Burr, David, and John Ross. "A Visual Sense of Number." Current Biology 18, no. 6 (2008): 425–28. http://dx.doi.org/10.1016/j.cub.2008.02.052.

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39

Rufiana, Intan Sari, Slamet Arifin, Ratna Ekawati, et al. "Profil Berpikir Number Sense Siswa." Jurnal Dimensi Pendidikan dan Pembelajaran 12, no. 1 (2024): 17–24. http://dx.doi.org/10.24269/dpp.v12i1.8491.

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Di era pesatnya kemajuan ilmu pengetahuan dan teknologi seperti sekarang ini, semua aspek kehidupan membutuhkan proses yang cepat dan akurat, sehingga penguasaan kemampuan algoritma dipandang tidak lagi cukup, oleh karenanya kemampuan number sense penting dipelajari dan dikuasai. Kebermanfaatan number sense dalam kehidupan sehari-hari ini tidak diimbangi dengan kompetensi siswa dalam number sense. Metode yang digunakan dalam penelitian ini adalah metode penelitian deskriptif kualitatif. Adapun tujuan penelitian ini adalah mendeskripsikan profil berpikir number sense siswa pada materi nilai tem

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40

Van Hoof, Jo, Lieven Verschaffel, and Wim Van Dooren. "Number sense in the transition from natural to rational numbers." British Journal of Educational Psychology 87, no. 1 (2016): 43–56. http://dx.doi.org/10.1111/bjep.12134.

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41

Lafay, Anne, Marie-Catherine St-Pierre, and Joël Macoir. "The Mental Number Line in Dyscalculia: Impaired Number Sense or Access From Symbolic Numbers?" Journal of Learning Disabilities 50, no. 6 (2016): 672–83. http://dx.doi.org/10.1177/0022219416640783.

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Numbers may be manipulated and represented mentally over a compressible number line oriented from left to right. According to numerous studies, one of the primary reasons for dyscalculia is related to improper understanding of the mental number line. Children with dyscalculia usually show difficulty when they have to place Arabic numbers on a physical number line. However, it remains unclear whether they have a deficit with the mental number line per se or a deficit with accessing it from nonsymbolic and/or symbolic numbers. Quebec French-speaking 8- to 9-year-old children with (24) and withou

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42

Reynvoet, Bert, Andrew D. Ribner, Leanne Elliott, Manon Van Steenkiste, Delphine Sasanguie, and Melissa E. Libertus. "Making sense of the relation between number sense and math." Journal of Numerical Cognition 7, no. 3 (2021): 308–27. http://dx.doi.org/10.5964/jnc.6059.

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While several studies have shown that the performance on numerosity comparison tasks is related to individual differences in math abilities, others have failed to find such a link. These inconsistencies could be due to variations in which math was assessed, different stimulus generation protocols for the numerosity comparison task, or differences in inhibitory control. This within-subject study is a conceptual replication tapping into the relation between numerosity comparison, math, and inhibition in adults (N = 122). Three aspects of math ability were measured using standardized assessments:

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43

Viantasari, Erwinda, Sukoriyanto Sukoriyanto, and Santi Irawati. "Number Sense of High School Students on Real Numbers Based on Gender." PRISMA 13, no. 2 (2024): 232. https://doi.org/10.35194/jp.v13i2.4255.

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This research aims to describe number sense of high school students on real numbers based on gender. This type of research is descriptive qualitative. The research was conducted in class XI (consists of 36 students) of SMA Negeri 3 Malang in the even semester of the 2023/2024 academic year. The subjects are one student with male gender and one student with female gender. The subjects were selected using purposive sampling technique. The research instruments consisted of number sense tests and interview guidelines. The number sense test used consisted of five questions with each question repres

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44

Rowland, Tim. "Mathematics in ‘the news’: number theory and number sense." Mathematical Gazette 106, no. 567 (2022): 467–73. http://dx.doi.org/10.1017/mag.2022.119.

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Time spent in national pandemic ‘lockdowns’ and ‘tiers’ for most of 2020 has created an opportunity to revisit some ideas previously committed to paper, but unfinished. I now return to one of them, to continue and share the line of thought, if not to complete it.

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45

d'Errico, Francesco, Luc Doyon, Ivan Colagé, et al. "From number sense to number symbols. An archaeological perspective." Philosophical Transactions of the Royal Society B: Biological Sciences 373, no. 1740 (2018): 20160518. http://dx.doi.org/10.1098/rstb.2016.0518.

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How and when did hominins move from the numerical cognition that we share with the rest of the animal world to number symbols? Objects with sequential markings have been used to store and retrieve numerical information since the beginning of the European Upper Palaeolithic (42 ka). An increase in the number of markings and complexity of coding is observed towards the end of this period. The application of new analytical techniques to a 44–42 ka old notched baboon fibula from Border Cave, South Africa, shows that notches were added to this bone at different times, suggesting that devices to sto

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46

Porter, Laura. "Focus on Family: From Number Rhymes to Number Sense." Childhood Education 91, no. 6 (2015): 492–94. http://dx.doi.org/10.1080/00094056.2015.1114819.

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47

Bray, Wendy S., and Laura Abreu-Sanchez. "Using number sense to compare fractions." Teaching Children Mathematics 17, no. 2 (2010): 90–97. http://dx.doi.org/10.5951/tcm.17.2.0090.

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Third-grade teachers found that giving particular attention to the use of realworld contexts, mental imagery, and manipulatives brought success to problem solving as students moved from using models to reasoning.

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48

Schneider, Sally B., and Charles S. Thompson. "Incredible Equations Develop Incredible Number Sense." Teaching Children Mathematics 7, no. 3 (2000): 146–68. http://dx.doi.org/10.5951/tcm.7.3.0146.

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49

Sukma, Y., S. Somakim, and I. Indaryanti. "Students’ number sense on fraction problems." Journal of Physics: Conference Series 1882, no. 1 (2021): 012055. http://dx.doi.org/10.1088/1742-6596/1882/1/012055.

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50

Dougherty, Barbara J., and Terry Crites. "Applying Number Sense to Problem Solving." Arithmetic Teacher 36, no. 6 (1989): 22–25. http://dx.doi.org/10.5951/at.36.6.0022.

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NCTM's Commission on Standards for School Mathematics (1987) has identified problem solving and number sense as important components of an effective mathematics program. This emphasis is generating attempts to understand the problem-solving process better and to incorporate the results into classroom practice. In keeping with the thrust, this article discusses the interrelationships between problem solving and number sense in light of difficulties experienced by students participating in the problem-solving process.

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