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Teaching and Learning Number Sense: One Successful Process‐Oriented Activity With Sixth Grade Students in Taiwan
Author(s) -
Yang DerChing
Publication year - 2002
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.2002.tb17902.x
Subject(s) - number sense , mathematics education , representation (politics) , class (philosophy) , process (computing) , sense (electronics) , teaching method , psychology , pedagogy , mathematics , computer science , artificial intelligence , engineering , electrical engineering , politics , political science , law , operating system
The aim of this article was to (a) describe how a teacher helped his students develop fractional number sense through a process‐oriented activity, and (b) illustrate how a teacher included a worthwhile, interesting, and challenging mathematics question in his class to create a good learning environment for children. The results indicate that students' fractional number sense can be promoted through a process‐oriented activity, effective teaching, and good learning environment. It also illustrates how teachers can help children promote their understanding of number sense from a pictorial representation to a symbolic representation.