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ERIC Number: EJ1052139
Record Type: Journal
Publication Date: 2015-Feb
Pages: 8
Abstractor: ERIC
ISSN: ISSN-1073-5836
The Story of Kyle
Dyson, Nancy I.; Jordan, Nancy C.; Hassinger-Das, Brenna L.
Teaching Children Mathematics, v21 n6 p354-361 Feb 2015
Kyle, a kindergartner from a low-income family, is shown a set of three black dots on a white mat. His teacher then hides the dots with a small box lid and lays down an additional set of two dots. She pushes the two dots under the cover, one at a time. Kyle must now choose the number of dots "hiding" under the box from a set of four different linear dot pictures. He points to the air and counts the dots that he envisions in his mind: "One, two, three ["pausing"] four, five," and then he points to the picture with five dots and says, "Five." Kyle is not asked to state the answer, yet he gives it anyway. The task that Kyle completed is a "nonverbal" calculation activity. It examines his ability to perform addition and subtraction calculations without the distraction of the words in a story problem or the symbols of a number combination. Evidence-based number sense interventions (NSI) can help kindergartners link their nonverbal understanding of quantities to the symbolic representations of number, number relations, and number operations. The NSI program is based on the premise that three whole-number concepts are important for learning mathematics: (1) Number; (2) Number relations; and (3) Number operations. NSI consists of twenty-four lessons, each designed to last about thirty minutes. Lessons are made up of fast-paced activities that are often presented in a game format. The NSI program and its benefits are described in this article.
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A